Early gender test score gaps across OECD countries

The results reported in this paper contribute to the debate about gender skill gaps in at least three ways. First, we document the large differences in early gender gaps across developed countries using a large scale, modern, representative data source. Second, we show that countries with pro-female sorting, countries that place girls in classes with higher than average scores have smaller gender test score gaps, at least in math. Third, we show that the degree of academic tracking is correlated with observed gender gaps across developed countries.     

Modelling adult skills in OECD countries

Research in the social sciences has focused extensively on the relationship between family background, educational attainment and social destination, on the one hand, and on the processes of skills creation and skills use, on the other. This paper brings these two branches of the literature together by examining the correlation between a range of social factors. The methodology we adopt provides a comprehensive approach to the study of the channels through which literacy skills are acquired, taking into account the interrelation of family background, educational attainment, and the use of skills at work and at home. We use the Programme of International Assessment of Adult Competences (PIAAC) dataset and apply a structural equation model (SEM). Our results show that family background and education play an important role in the configuration of adult skills and skill practices. Unequal family access to resources has a strong impact at later stages in life and strongly affects educational attainment and skills outcomes. Additionally, skills use has a positive and direct impact on adult skills.     

Decomposing ethnic differences in university academic achievement in New Zealand

We use individual-level administrative data to examine the extent and potential explanations for the relatively poorer academic performance of three ethnic minority groups in their first year of study at a New Zealand university. Substantial differences in course completion rates and letter grades are found for Māori, Pasifika, and Asian students relative to their European counterparts. These large and significant gaps persist in the face of alternative definitions of ethnicity and sample restrictions. We use regression analysis and formal decomposition techniques to test whether differences in other personal characteristics, high school backgrounds, and university enrollment patterns might account for these ethnic disparities in early academic achievement. We estimate that no more than one quarter of the relatively poorer performance of Māori and Pasifika students would be eliminated if they had the same relevant observable factors of European students. Substantial unexplained ethnic differences in early academic performance at university raise concerns about appropriate policies to close ethnic gaps in academic achievement at university.     

Educational evaluation schemes and gender gaps in student achievement

This paper investigates whether gender gaps in student achievement are related to evaluation schemes. We exploit different evaluations at the end of compulsory education in Norway in a difference-in-differences framework. Compared to the results at anonymously evaluated central exit exams, girls get significantly higher grades than boys when the same skills are assessed by their teacher. This gender grading gap in favor of the girls is found in both languages and mathematics. We find no evidence that the competitiveness of the environment can explain why boys do relatively better on the exam. We find some evidence that the gender grading gap is related to teacher characteristics, which indicates that the teacher–student interaction during coursework favors girls in the teacher grading.     

Summary statistics,educational achievement gaps and the ecological fallacy

Summary statistics continue to play an important role in identifying and monitoring patterns and trends in educational inequalities between differing groups of pupils over time. However, this article argues that their uncritical use can also encourage the labelling of whole groups of pupils as ‘underachievers’ or ‘overachievers’ as the findings of group‐level data are simply applied to individual group members, a practice commonly termed the ‘ecological fallacy’. Some of the adverse consequences of this will be outlined in relation to current debates concerning gender and ethnic differences in educational attainment. It will be argued that one way of countering this uncritical use of summary statistics, and the ecological fallacy that it tends to encourage, is to make much more use of the principles and methods of what has been termed ‘exploratory data analysis’. Such an approach is illustrated through a secondary analysis of data from the Youth Cohort Study of England and Wales, focusing on gender and ethnic differences in educational attainment. It will be shown that, by placing an emphasis on the graphical display of data and on encouraging researchers to describe those data more qualitatively, such an approach represents an essential addition to the use of simple summary statistics and helps to avoid the limitations associated with them.     

Calibration of reading self-concept and reading achievement among 15-year-olds: Cultural differences in 34 countries

Self-concept is linked to student achievement in many domains. In this study, we examined reading self-concept's (RSC) and RSC calibration accuracy's links to reading achievement across different contexts via multi-level analyses of 34 countries' 158,848 fifteen-year-olds' reading tests and questionnaire responses. Students with higher RSC, higher calibration accuracy (of RSC to their reading scores) or underconfidence (relative to their reading scores) had higher reading scores. RSC was more strongly linked to reading scores in countries that were richer, less equal, more collective, less uncertainty averse, less hierarchical, or less rigid regarding gender roles. Calibration accuracy was also more strongly linked to reading achievement in more hierarchical, individualistic, or uncertainty-tolerant countries. In more individualistic countries, underconfident students were more likely to have above average reading achievement. Hence, excessive confidence does not necessarily benefit students, especially in more individualistic countries.     

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆

Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to “relevant and effective learning outcomes” and Indicator 4.1.1 tracks progress goal using the proportion of children reaching “minimum proficiency” at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12−13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12−13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all.     

Measuring cognitive achievement gaps and inequalities: The case of Brazil

This paper introduces a new measure of educational inequalities based on cognitive achievement data, and uses it to examine achievement inequalities in mathematics between groups of students enrolled in basic education in Brazil. The groups of students are defined by their race, sex, socioeconomic status (SES), and region of residence. The Brazilian system of basic education currently produces poor results with respect to both quality and equity. The paper recommends that Brazil should work, concomitantly, to improve the achievement levels of its students and to close the cognitive gaps observed among different groups of students. Placing emphasis on just one of these goals is not an adequate public policy at this time. Proposals for carrying out these reforms can be classified as input or management strategies and are briefly discussed.     

One of Us Cannot Be Wrong: The paradox of achievement gaps

There are two general groups of methods of calculating achievement gaps (between groups of students in education) in common current usage, similar to those used to calculate social segregation in space and social mobility over time. Each type of method clearly seems valid to its proponents, yet their results in practice are radically different, and often contradictory. This brief paper considers both of these methods and some related problems in the calculation of achievement gaps, in an attempt to resolve the contradiction. The issue is a relatively simple one, but one with significant implications for social researchers as well as commentators in many areas of public policy using similar indicators of performance.     

Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries

We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA). Students with higher MSC or MSC calibration had higher mathematics scores. Students' MSC was more strongly linked to mathematics achievement in countries that were wealthier, more egalitarian, more tolerant of uncertainty, or more flexible regarding gender roles. Calibration of MSC was more strongly linked to mathematics achievement for boys, for low-achievers, and for students in countries that were wealthier, more egalitarian, or more tolerant of uncertainty. Students overestimating their mathematics competence often had low mathematics scores.     

Integrating studients with special educational needs into mainstream schools in OECD countries

After graduating from the University of London in psychology, Peter Evans completed his Ph.D. in the field of special education. He directed a research project, funded by the Department of Education and Science, on curriculum development for pupils with moderate learning difficulties. Subsequently he became responsible for programmes on special education at the Organisation for Economic Co-operation and Development (OECD) in Paris. Peter Evans has published many books and scientific papers in the area of learning difficulties. Recent books includeIntegrating students with special needs into mainstream schools (1995) andOur children at risk (1995).     

Governance of early childhood education and care: recent developments in OECD countries

Since the 1990s, many OECD countries have expanded their early childhood services and developed more coherent and coordinated policies. Through this process, countries have adopted very different approaches to governing their early childhood systems. Drawing from findings of a 12‐country comparative study, this article explores cross‐national approaches to the governance of early childhood systems, as well as some possible implications for future policy development. The article discusses the roles of the national government, the local authorities, the private sector and other stakeholders, such as teachers and parents, in making key decisions about how the system operates in different countries. The article calls for empirical research on the effects of governance on the nature of policies and programmes for young children and their families in different nations.     

以完整的事实科学地分析中西差距

西方发达国家比现在的中国富裕是历史形成的,中国的贫困、屈辱正是帝国主义侵略和封建主义、官僚资本主义剥削的恶果。中国现在还存在着许多矛盾和困难,但西方发达资本主义国家也问题成堆。实践表明,建设中国特色社会主义的道路能够运用社会主义和市场经济两种优势集成的合力,借鉴、吸收发达国家先进的经验,发挥后发优势,以跨越式的发展在一定历史时期内赶上去。     

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach - teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students’ achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.     

Evaluating the effects of programs for reducing achievement gaps: a case study in Taiwan

Considering that achievement gaps have become a serious educational problem worldwide, the Ministry of Education in Taiwan has been addressing a series of policies to reduce achievement gaps, but the effect of these policies has not yet been carefully examined. Therefore, the present study investigated current educational policies, achievement gap phenomenon, and its changing trends in the use of national standardized tests in Taiwan and evaluated the degree to which these policies are reducing the achievement gaps among Taiwanese students. Junior high school graduates who took the high school entrance examination between 2004 and 2010 were recruited to examine the associations between their academic achievements and variables such as socioeconomic status (SES), ethnicity, and school district. Time series analyses were conducted to determine the longitudinal trends for the achievement gaps. The results revealed that achievement gaps are decreasing among different ethnicities, but they are increasing among different SESs and school districts. These findings demonstrate some positive effects of the educational policies introduced in Taiwan, but also the need for further modification and precise implementation of these policies. Suggestions for implementing educational programs and policies to reduce achievement gaps are also presented.     

Closing achievement gaps between Hebrew-speaking and Arabic-speaking students in Israel: Findings from TIMSS-2003

Closing achievement gaps between sub-populations in Israel, and among them between students in the Hebrew-speaking and Arabic-speaking schools, continues to be one of the priorities of Israel's education system. TIMSS-2003 findings provide first evidence that efforts made during the 1990s to close these gaps were in the right direction although inequality in input between the two sectors still remains. This paper on the one hand highlights factors that still perpetuate the achievement gap and on the other detects factors that explain why these gaps have narrowed.     

School effects and ethnic,gender and socio-economic gaps in educational achievement at age 11

There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream primary schools in an ethnically diverse inner London borough. The groups with the lowest educational achievement and poorest progress were both Black Caribbean and White British low SES pupils. White British middle and high SES pupils made substantially more progress than White British low SES pupils, significantly increasing the SES gap over time. However low and high SES Black pupils made equally poor progress age 7–11. School effects on pupil progress were large, but there was no evidence of differential school effectiveness in relation to SES, ethnicity or gender. Low SES pupils in the more effective schools performed significantly better than high SES pupils in the less effective schools, but all pupils (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the SES gap. The limits to change that may be achieved by schools alone are discussed.     

Science self-beliefs and science achievement of adolescents in Gulf Cooperation Council countries

This study explored the predictive effects of science self-beliefs on science achievement for 24,680 13-year-old students from Gulf Cooperation Council member countries – Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates – who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. The performance of adolescent students in Qatar and Saudi Arabia on the TIMSS 2007 science assessment was significantly below the TIMSS scale average. Adolescent students’ science beliefs had both positive and negative predictive effects on science achievement across the Gulf Cooperation Council member countries.