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Value creation for society from public projects requires that the overall benefits exceed the use of taxpayers' money. At the same time, cost overruns in public projects are a well-documented feature in the literature, but practical guidance on reducing the extent and magnitude of overruns is rare. In 2000, Norway introduced a governance regime that includes mandatory external quality assurance (QA) of cost estimates for major public projects. This paper compares the cost performance of public projects on each side of this QA scheme.

We use an original dataset covering 1,704 projects from 2000 to 2021, reported first-hand from Norwegian public agencies. We apply quantitative methods in the form of descriptive statistics, regression models, and statistical testing of hypotheses to answer our research questions.

The mean cost overrun across projects in our dataset is smaller than several previous international studies have reported. We find no statistical support for different cost performances between QA and non-QA projects. Secondly, cost overruns seem to vary between different public sectors. A third finding is a small development with lower cost overruns over time for the non-QA projects, and we raise the question of whether the QA scheme has contributed to overall learning effects. The fourth finding is that cost deviations are quite independent of project size.

The paper offers novel insights for decision-makers and researchers on the effects of external quality assurance on cost performance in public projects.

The purpose of this paper is to investigate the relationship between student satisfaction with school facilities and exam results.

The authors combined exam results in Norwegian lower secondary schools with results from a nationwide, mandatory and annual survey that measures student satisfaction over a five-year period. The data were analyzed using regression methods (ordinary least squares and fixed-effects estimation).

The authors found a modest, yet significant, relationship between satisfaction with school facilities and exam results. This is in contrast to earlier studies using Norwegian data, which indicate no such relationship. The authors argue that the difference is probably due to the fact that they have richer data than what were available to the earlier studies of Norwegian schools, and that they used a direct measure of student satisfaction rather than formal and technical measures of facility conditions.

This paper offers new evidence of the relationship between school facilities and student achievement and should be of great interest to academics, school leaders and policy makers.

The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments.

The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems.

Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort.

The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort.

The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.