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| Opportunity-to-Learn Index× | Educational Production Function× | |
|---|---|---|
| Fachgebiet | Education | Education |
| Familie≠ | Process / pipeline | Regression model |
| Entstehungsjahr≠ | 1995 | 1979 |
| Urheber≠ | Carroll (concept); Husén/IEA (measurement); McDonnell; Schmidt (TIMSS) | Economics of education (Coleman; Hanushek; Todd & Wolpin) |
| Typ≠ | Quantitative index of students' exposure to instructional content and resources | Regression relating educational inputs to achievement outputs |
| Wegweisende Quelle≠ | McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17(3), 305–322. DOI ↗ | Hanushek, E. A. (1979). Conceptual and empirical issues in the estimation of educational production functions. Journal of Human Resources, 14(3), 351–388. DOI ↗ |
| Aliasnamen | OTL Index, Content Coverage Index, Curriculum Exposure Measure, Opportunity-to-Learn Measurement | Education Production Function, Schooling Production Function, Input-Output Model of Education, Achievement Production Function |
| Verwandt≠ | 4 | 3 |
| Zusammenfassung≠ | An opportunity-to-learn (OTL) index quantifies how much exposure students have had to the content and instructional resources they need to succeed on an assessment. Rooted in Carroll's model of school learning and developed through the IEA international studies, OTL measurement asks whether students were actually taught the material before being tested on it. Constructed from teacher reports, curriculum analysis, or instructional logs, OTL indices are used both as a fairness criterion for interpreting test scores and as a policy instrument for monitoring equitable access to the intended curriculum. | The educational production function is the economist's framework for relating the inputs of schooling — class size, teacher quality, expenditure, family background — to an output, usually measured achievement. Borrowing the production-function metaphor from the economics of the firm, it estimates by how much achievement changes when an input changes. It is the analytic backbone of decades of debate over what resources matter for learning, and the methodological challenges of estimating it honestly — endogeneity, omitted variables, and the cumulative history of inputs — define much of the field. |
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