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Efektywność wydatków na gimnazja

100%
Jakubowski M.
Gospodarka Narodowa. The Polish Journal of Economics
|
2007
|
vol. 220
|
issue 11-12
85-113
EN
The paper offers an empirical analysis of the effectiveness of spending on junior high schools in Poland on the basis of students’ performance during external exams in 2002-2006 and Central Statistical Office (GUS) data on local government budgets. The study makes use of multilevel models, including an “educational value-added model.” Even though the methods used by the author do not make it possible to determine the exact cause-and-effect relationships involved, they are more reliable than methods used in most previous studies of this kind in Poland. The results obtained by Jakubowski suggest that, under the existing institutional arrangements, the total expenditure of Poland’s central and local governments per student has no influence on the average increase in knowledge among junior high school students. Greater spending neither upgrades the quality of education nor helps equalize educational opportunities, Jakubowski concludes. These findings carry a clear message for decision makers and local government officials responsible for educational policy showing that their policies do not necessarily contribute to an increase in the country’s human capital stock. Further investment in the national education system requires a rethinking of the effectiveness of individual measures, Jakubowski says. At the same time, he adds that further research is needed to look for more effective educational programs to improve the quality of education in Poland.
2

Learning strategies and reading performance: PISA 2009 results for Poland

63%
Muszyński M., Jakubowski M.
Edukacja
|
2015
|
issue 3(134)
5–25
EN
Reading is often central to educational research since its mastery is usually considered a prerequisite and vital to wider study. Reading gaps, however, are frequently reported, not only between countries, but also nationally, (e.g., between boys and girls or students with different socio-economic backgrounds). This paper focuses on effective learning strategies that can help narrow those gaps. For new insight into the effectiveness of various reading strategies, the PISA 2009 data for Poland were analysed. The intention was to study association between different strategies and reading performance and its relation to gender, socio-economic background and reading achievement level. Using linear regression and quantile regression models, some strategies, e.g. summarising, were identified as more effective and others were even counter-productive, e.g. memorisation. The observed effects varied between performance levels and according to gender, especially for strategies negatively associated with performance. This evidence suggests that although some strategies may be of equal benefit to all learners, others are potentially harmful to certain groups of students.
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