Skip to main content
SpringerLink
Log in

Ressourcen und Anreize im Bildungswesen

Aufgaben und Handlungsmöglichkeiten des Staates aus Sicht der Bildungsökonomik

  • Schwerpunkt
  • Published:
Zeitschrift für Erziehungswissenschaft Aims and scope Submit manuscript

Zusammenfassung

Ökonomen haben viel Vertrauen in Märkte und individuelle Entscheidungen. Jeder Staatseingriff bedarf der Begründung. Das gilt auch dann, wenn dies einen für die Wohlfahrt eines Landes so wichtigen Bereich wie die Bildung betrifft. Es muss zunächst geprüft werden, ob und wo Marktversagen bei individuellen Entscheidungen über Bildungsinvestitionen vorliegt. Weiter bleibt zu diskutieren, wie der Staat geeignete Rahmenbedingungen für ein Bildungssystem setzen kann. Sollen mehr öffentliche Mittel in den Bildungssektor fließen? Oder sind vielmehr im Bildungssystem Anreize zu setzen, damit sich sowohl die Lernenden als auch die Lehrenden intensiver im Bildungsprozess engagieren? Zur Gestaltung von Anreizen gibt es in der bildungsökonomischen Literatur eine Vielzahl von Ansatzpunkten, von denen in diesem Beitrag exemplarisch (und für Deutschland möglicherweise besonders interessant) die Einführung zentraler Abschlussprüfungen und leistungsabhängiger Bezahlung von Lehrkräften diskutiert werden.

Abstract

Resources and Incentives in Education: Tasks and possibilities of state for action from the perspective of education economics. Economists have a lot of confidence in markets and individual decisions. Each policy intervention has to be justified. This holds also regarding interventions that affect individual education decisions, with education being a key determinant of a nation’s welfare. In order to justify policy interventions, one first has to identify market failure concerning individual decisions. It is also necessary to discuss how policy can set appropriate framework conditions: Should more resources be allocated to the education sector? Or should the education system rather create the right incentives for teachers and students to put more effort into the educational process? The education economics literature deals with a number of approaches that create such incentives. By way of example, we discuss two of them that might be of particular interest for education policy in Germany: central exit examinations and performance-pay for teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Notes

  1. Als EU19 werden die 15 EU-Länder vor der Osterweiterung plus Polen, Ungarn, Tschechien und die Slowakei bezeichnet.

  2. Zudem gibt es empirische Belege dafür, dass Schülerleistungen in standardisierten Tests ein guter Prädiktor für das Wirtschaftswachstum von Ländern ist (vgl. Hanushek/Wößmann 2007).

  3. Eine detaillierte Darstellung oder gar Begründung der in den genannten Arbeiten verwendeten Identifikationsstrategien (Differenzen in Differenzen bzw. Propensity Score Matching) kann hier aus Platzgründen nicht geleistet werden. Interessierte Leser/-innen seien daher auf die Originalbeiträge verwiesen.

  4. School Teachers’ Pay and Conditions of Employment 2001: Revised Guidance, DfES/0696/2001. http://www. teachernet.gov.uk/_doc/4013/pay_guidance.doc.

  5. http://fhh.hamburg.de/stadt/Aktuell/behoerden/bildung-sport/service/lehrer-arbeitszeit-modell/ lehrerarbeitszeit.html.

Literatur

  • Acemoglu, D. J./Angrist, J. (1999): How large are the social returns to education? Evidence from compulsory schooling laws (NBER Working Paper No. 7444).

  • Atkinson et al. 2004 = Atkinson, A./Burgess, S./Croxson, B./Gregg, P./Propper, C./Slater, H./Wilson, D. (2004): Evaluating the Impact of Performance Related Pay for Teachers in England (CMPO Working Paper No. 04/113). – Bristol: University of Bristol.

  • Bishop J. H. (1997): The effect of national standards and curriculum-based exams on achievement. In: American Economic Review, Vol. 87, pp. 260–264.

    Google Scholar 

  • Bishop J. H. (1999): Are national exit examinations important for educational efficiency? In: Swedish Economic Policy Review, Vol. 6, pp. 349–401.

    Google Scholar 

  • Bovenberg L./Jacobs B. (2005): Redistribution and education subsidies are Siamese twins. In: Journal of Public Economics, Vol. 89, pp. 2005–2035.

    Article  Google Scholar 

  • Burgess et al. 2005 = Burgess, S./Propper, C./Slater, H./Wilson, D. (2005): Who Wins and Who Loses from School Accountability? The distribution of educational gains in English secondary schools (Working Paper). Bristol: University of Bristol.

  • Card, D. (1999): The causal effect of education on earnings. In: Ashenfelter, O./Card, D. (Eds.): Handbook of Labor Economics, Vol. 3A, Amsterdam, pp. 1801–1863.

  • Carneiro P./Heckman J. J. (2002): The Evidence on Credit Constraints in Post-secondary Schooling. In: The Economic Journal, Vol. 112, pp. 705–734.

    Article  Google Scholar 

  • Costrell R. M. (1997): Can educational standards raise welfare? In: Journal of Public Economics, Vol. 65, pp. 271–293.

    Article  Google Scholar 

  • Dixit A. (2002): Incentives and Organizations in the Public Sector: An interpretative review. In: Journal of Human Resources, Vol. 37(4), pp. 696–727.

    Article  Google Scholar 

  • Dolton P./McIntosh S./Chevalier A. (2003): Teacher Pay and Performance (Bedford Way Papers). London: University of London, Institute of Education.

    Google Scholar 

  • Eberts R./Hollenbeck K./Stone J. (2002): Teacher performance incentives and student outcomes. In: The Journal of Human Resources, Vol. 37, pp. 913–927.

    Article  Google Scholar 

  • Effinger M. R./Polborn M. K. (1999): A model of vertically differentiated education. In: Journal of Economics, Vol. 69, pp. 53–69.

    Google Scholar 

  • Figlio D. N./Kenny L. W. (2007): Individual teacher incentives and student performance. In: Journal of Public Economics, Vol. 91, pp. 901–914.

    Article  Google Scholar 

  • Hamburg, Behörde für Bildung und Sport: Das neue Lehrerarbeitszeitmodell. – URL http://fhh.hamburg.de/stadt/Aktuell/behoerden/bildung-sport/service/lehrer-arbeitszeit-modell/lehrerarbeitszeit.html (Download: 08.05.2008).

  • Hanushek E. A. (1986): The economics of schooling: Production and efficiency in public schools. In: The Journal of Economic Literature, Vol. 24(3), pp. 1141–1177.

    Google Scholar 

  • Hanushek E. A. (2003): The failure of input-based schooling policies. In: The Economic Journal, Vol. 113, pp. F64–F98.

    Article  Google Scholar 

  • Hanushek, E. A./Rivkin, S. G. (2006): Teacher quality. In: Hanushek, E./Welsh, F. (Eds.): Handbook of the Economics of Education, Vol. 2. – Amsterdam, pp. xiii–xxxii.

  • Hanushek E. A./Wößmann, L. (2007): The Role of School Improvement in Economics Development (NBER Working Paper No. 12832).

  • Hoxby C. M. (2000): The effects of class size and composition on student achievement. In: Quarterly Journal of Economics, Vol. CXV, pp. 1239–1285.

    Article  Google Scholar 

  • Jacob, B./Lefgren, L. (2005): Principals as Agents: Subjective Performance Measurement in Education (RWP05–040). – Cambridge: Harvard University.

  • Janeba E./Kemnitz A./Ehrhart N. (2007): Studiengebühren in Deutschland: Drei Thesen und ihr empirischer Gehalt. In: Perspektiven der Wirtschaftspolitik, Vol. 8(2), S. 184–205.

    Article  Google Scholar 

  • Jürges H./Richter W. F./Schneider K. (2005): Teacher quality and incentives: Theoretical and empirical effects of standards on teacher quality. In: FinanzArchiv, Vol. 61(3), pp. 298–326.

    Article  Google Scholar 

  • Jürges H./Schneider K. (2004): International differences in student achievement: An enomic perspective. In: German Economic Review, Vol. 5, pp. 357–380.

    Article  Google Scholar 

  • Jürges, H./Schneider, K. (2007a): Central Exit Examinations Increase Performance ... but Take the Fun out of Mathematics (Working Paper). – Mannheim: University of Mannheim.

  • Jürges H./Schneider K. (2007b): Fair ranking of teachers. In: Empirical Economics, Vol. 32, pp. 411–431.

    Article  Google Scholar 

  • Jürges H./Schneider K./Büchel F. (2005): The effect of central exit examinations on student achievement: Quasi-experimental evidence from TIMSS Germany. In: Journal of the European Economic Association, Vol. 3, pp. 1134–1155.

    Article  Google Scholar 

  • Kane T./Staiger D (2002a): Volatility in School Test Scores: Implications for Test-Based Accountability Systems. In: Ravitch, D. (Ed.): Brookings Papers on Education Policy 2002. – Washington: Brookings Instition Press, pp. 235–283.

    Google Scholar 

  • Kane T./Staiger D. (2002b): The promise and pitfalls of using imprecise school accountability measures. In: Journal of Economic Perspectives, Vol. 16, pp. 91–114.

    Article  Google Scholar 

  • Kupferschmidt F./Wigger B. U. (2006): Öffentliche versus private Finanzierung der Hochschulbildung: Effizienz und Verteilungsaspekte. In: Perspektiven der Wirtschaftspolitik, Vol. 7(2), S. 285–307.

    Article  Google Scholar 

  • Krueger A. B. (2003): Economic Considerations and Class Size. In: The Economic Journal, Vol. 113, pp. F34–F63.

    Article  Google Scholar 

  • Krueger A. B./Lindahl M. (2002): Education and growth: Why and for whom. In: Journal of Economic Literature, Vol. 39(4), pp. 1101–1136.

    Google Scholar 

  • Ladd H. F./Walsh R. P. (2002): Implementing value-added measure of school effectiveness: Getting the incentives right. In: Economics of Education Review, Vol. 21, pp 1–17.

    Article  Google Scholar 

  • Lavy V. (2002): Evaluating the effect of teachers’ group performance incentives on pupil achievement. In: Journal of Political Economy, Vol. 110, pp. 1286–1317.

    Article  Google Scholar 

  • Lavy, V. (2004): Performance Pay and Teachers’ Effort, Productivity and Grading Ethics (NBER Working Paper 10622).

  • Lazear E. P. (2000): Performance pay and productivity. In: The American Economic Review, Vol. 90(5), pp. 1346–1361.

    Google Scholar 

  • Lazear E. P. (2003): Teacher incentives. In: Swedish Economic Policy Review, Vol. 10, pp. 179–214.

    Google Scholar 

  • Lindahl M. (2005): Home versus school learning: A new approach to estimating the effect of class size on achievement. In: Scandinavian Journal of Economics, Vol. 107(2), pp. 375–394.

    Article  Google Scholar 

  • Lucas R. (1998): On the mechanics of economic development. In: Journal of Monetary Economics, Vol. 22, pp. 3–42.

    Article  Google Scholar 

  • Marsden, D./Belfield, R. (2005): Performance Pay for Teachers: Linking Individual and Organisational-Level Targets (CEP Discussion Paper, No 703). – London: London School of Economics.

  • OECD (2004): Attracting, Developing and Retaining Effective Teachers. Country Note: Germany. – Paris.

  • OECD (2005): Teachers Matter: Attracting, Developing and Retaining Effective Teachers. – Paris.

  • OECD (2006): Education at a Glance. – Paris.

  • OECD (2007): Education at a Glance. – Paris.

  • Richter, W. (2007a): Taxing Human Capital Efficiently: The Double Dividend of Taxing Nonqualified Labour More Heavily Than Qualified Labour (Working Paper). – Dortmund.

  • Richter, W. (2007b): Efficient Tax Policy Ranks Education Higher Than Saving (Working Paper). – Dortmund.

  • Rivkin S./Hanushek E. A./Kain J. (2005): Teachers, schools, and academic achievement. In: Econometrica, Vol. 73(2), pp. 417–458.

    Article  Google Scholar 

  • Rockoff J. E. (2004): The impact of individual teachers on student achievement: Evidence from panel data. In: The American Economic Review, Vol. 94(2), pp. 247–252.

    Article  Google Scholar 

  • Romer P. (1990): Endogenous technological change. In: Journal of Political Economy, Vol. 89, pp. S71–S102.

    Article  Google Scholar 

  • Santiago, P. (2002): Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages (OECD Education Working Paper, No. 1). – Paris.

  • School Teachers’ Pay and Conditions of Employment 2001: Revised Guidance, DfES/0696/2001. URL: http://www.teachernet.gov.uk/_doc/4013/pay_guidance.doc (Download: 09.05.2008).

  • Steiner, V./Lauer, C. (2000): Private Erträge von Bildungsinvestitionen in Deutschland. In: Beihefte der Konjunkturpolitik, Applied Economics Quarterly, Vol. 51, S. 71–101.

  • Terhart, E. (1997): Gute Lehrer – schlechte Lehrer. In: Schwarz, B./Prange, K. (Hrsg.): Schlechte Lehrer/innen. – Weinheim, S. 34–85.

  • Terhart E. (2007): Erfassung und Beurteilung der Beruflichen Kompetenz von Lehrkräften. In: Lüders M./Wissinger J. (Hrsg.): Forschung und Lehrerbildung. Kompetenzentwicklung und Programmevaluation. – Münster, S. 37–62.

    Google Scholar 

  • Trostel P. A. (1993): The effect of taxation on human capital. In: Journal of Political Economy, Vol. 101, pp. 327–350.

    Article  Google Scholar 

  • Wigger, B. (2007): Subsidization versus Public Provision of Tertiary Education in the Presence of Redistributive Income Taxation (Schriftenreihe Steuerinstitut Nürnberg, Nr. 2007–01). – Nürnberg.

  • Wößmann, L. (2002): Central Exams Improve Educational Performance: International Evidence (Kiel Discussion Papers 397). – Kiel: Institute for World Economics.

  • Wößmann L. (2006): Bildungspolitische Lehre aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung. In: Perspektiven der Wirtschaftspolitik, Bd. 7, S. 417–444.

    Article  Google Scholar 

  • Wößmann L./West M. (2006): Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS. In: European Economic Review, Vol. 50, pp. 695–736.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Mannheim Research Institute for the Economics of Aging (MEA), University of Mannheim, L13,17, D-68131, Mannheim, Deutschland

    Hendrik Jürges

  2. Bergische Universität Wuppertal, Fachbereich Wirtschaftswissenschaft, Lehrstuhl für Steuerlehre und Finanzwissenschaft, Gaußstr. 20, D-42119, Wuppertal, Deutschland

    Kerstin Schneider

Authors
  1. Hendrik Jürges
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kerstin Schneider
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hendrik Jürges.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Jürges, H., Schneider, K. Ressourcen und Anreize im Bildungswesen. ZfE 11, 234–252 (2008). https://doi.org/10.1007/s11618-008-0024-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11618-008-0024-4

Schlüsselwörter

Keywords

Search

Navigation