Monitoring of education system and the fifteen ages student achievement: analysis in the English-speaking countries with PISA 2009

International audienceEducation quality in developed countries is not just a question of public expenditure but is also related to educational policies (Hanushek and Woesmann, 2009). The classical economics theories (market competition) and principal-agent problem theory allow us to study agent's behaviors in education (Plassard and Tran, 2011). English-speaking countries have implemented the most advanced forms of control (for instance the NCLB in 2001 in US, and the Education Reform Act in 1988 in UK). Several studies (Hanushek and Link and Woessmann 2011) show that some kinds of institutional policies in education could have an impact on students achievement. However these studies don't consider the historical, social and economics context of different countries (Mons, 2008). Green (2008) argues about a relation between educational system organization and geographical, cultural or linguistic models. That's why this research work aims to compare English-speaking countries (which share a same cultural and historical model) kind of organization about student's skills with PISA 2009. PISA is used to examine school characteristics (accountability, autonomy and school choice) controlling student's characteristics (socio-economical and family background, immigration status .) (OECD and PISA, 2009). Econometrics models like production function in education with fixed and random effects allow us to compare school characteristics effects on student achievement (Woessmann and al., 2007). Classical economics theories and organization economics theories allow us to understand links between the organization of the educational system and students' achievement, taking into account social, historical and cultural context of countries