scholarly journals Gender differences in the pathways to higher education

2020 ◽  
Vol 117 (25) ◽  
pp. 14073-14076 ◽  
Author(s):  
Gijsbert Stoet ◽  
David C. Geary
Keyword(s):  
Higher Education ◽  
International Student ◽  
Tertiary Education ◽  
Student Assessment ◽  
Reading Proficiency ◽  
The United States ◽  
Multiple Regression Model ◽  
Social Attitudes ◽  
Poor Reading ◽  
International Student Assessment

It is well known that far fewer men than women enroll in tertiary education in the United States and other Western nations. Developed nations vary in the degree to which men are underrepresented, but the Organization for Economic Co-operation and Development (OECD) average lies around 45% male students. We use data from the OECD Education at a Glance statistical reports, the Program for International Student Assessment (PISA), and the World Values Survey to explain the degree to which men are underrepresented. Using a multiple regression model, we show that the combination of both the national reading proficiency levels of 15-y-old boys and girls and the social attitudes toward girls attending university can predict the enrollment in tertiary education 5 y later. The model also shows that parity in some countries is a result of boys’ poor reading proficiency and negative social attitudes toward girls’ education, which suppresses college enrollment in both sexes, but for different reasons. True equity will at the very least require improvement in boys’ reading competencies and the liberalization of attitudes regarding women’s pursuit of higher education. At this time, there is little reason to expect that the enrollment gap will decrease, given the stagnating reading competencies in most countries.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

scholarly journals An Examination of the Links between Technology, Culture, and Reading Proficiency: A Study of the Programme of International Student Assessment (PISA)

2020 ◽  
Author(s):  
Andrew Schenck
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Proficiency ◽  
Reading Scores ◽  
Digital Device ◽  
International Student Assessment ◽  
Use Of Technology ◽  
Device Use ◽  
Impact Of Technology ◽  
The Impact

This study was designed to investigate the relationship between culture, technology, and reading. Reading scores from the Programme of International Student Assessment (PISA) were obtained from 41 countries and compared to: digital device use in the classroom, method of digital device use in the classroom, and digital device use outside the classroom. Results suggest that either no use or extensive use of technology improves overall reading scores. Cultural characteristics such as assertiveness or low institutional collectivism in some countries appear to mitigate this effect, decreasing the impact of technology on reading. Teacher control of technology had the highest impact on reading performance. Finally, as the use of technology outside the classroom increased, reading proficiency tended to decrease, with the exception of the Anglo cultural group.

Schooling and Equity in Israel

2021 ◽  
Author(s):  
Yariv Feniger ◽  
Yossi Shavit ◽  
Shir Caller
Keyword(s):  
Higher Education ◽  
Graduation Rates ◽  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
Compulsory Education ◽  
Rapid Expansion ◽  
Arab State ◽  
International Student Assessment ◽  
State Schools

Education in Israel is compulsory and free, from the age of three to the end of secondary school (12th grade). Compulsory education culminates in matriculation examinations that serve as the main criterion for enrollment in higher education. Although Israel is geographically small, and ethnic and religious subpopulations live in close proximity to one another, they are highly segregated both residentially and in schools. The Jewish and Arab school sectors are almost completely separate. Most Arab students study in Arab state schools, where the language of instruction is Arabic and the staff are Arab. Jewish students study in state, state religious, or independent ultra-Orthodox schools. The high degree of economic inequality in Israel is reflected in educational inequality, which is the highest among the countries participating in the 2018 Programme for International Student Assessment (PISA). Inequalities between social strata are affected in part by the economic circumstances of families in early childhood. Inequality in educational achievement is particularly evident between Jews and Arabs but it is also prominent within each of these two societies. The public educational system is centralized and curricula are standardized, but religious Jewish groups enjoy considerable organizational and curricular autonomy. Arab state schools, in contrast, do not enjoy similar autonomy. Rapid expansion of higher education has contributed to a dramatic increase in graduation rates in all social categories but large gaps remain, especially along ethnoreligious lines, in graduation rates, fields of study, and quality of institutions attended.

scholarly journals Financial literacy and its status in the mathematics curriculums of TurkeyFinansal okuryazarlık ve Türkiye matematik öğretim programlarındaki konumu

2017 ◽  
Vol 14 (4) ◽  
pp. 4869 ◽  
Author(s):  
Abdullah Özkale ◽  
Emel Özdemir Erdoğan
Keyword(s):  
Secondary School ◽  
Financial Literacy ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Literacy Education ◽  
Fundamental Factor ◽  
International Student Assessment ◽  
The United Kingdom ◽  
Main Development

The aim of the study is to analyse the position of financial literacy that increases its popularity in the worldwide in the mathematics curriculums of Turkey. Thus, the mathematics curriculums of elementary and secondary school emerged after 2005 are analysed. In this process, there are three main development points: 2005, 2013, 2017. The curriculums are analysed by domains declared in literacy analysing of Programme for International Student Assessment (PISA), by the initiatives of various countries which carried out related works, and by the framework of financial literacy. These situations are important for people and their families. Recently, The theme of financial literacy has been noticed in the education area. Financial literacy education initiatives and awareness working are carried out in developed and developing countries by leading The Organisation for Economic Cooperation and Development (OECD). The theme of financial literacy has been a fundamental factor in curriculums some countries such as Australia, Canada, The United Kingdom, and The United States. In Turkey, the head “Conscious Consumption Aritmetry” is added to mathematics curriculums in 2009, and the theme of financial literacy is declared in the curriculums in 2017. The mathematics curriculums of elementary and secondary school published in 2005 include financial knowledge & skills, and relationships between mathematical and financial concepts implicitly. But its position has reduced in the new curriculums in years. In elementary level, the head “our money” is included all of them although the head “Conscious Consumption Aritmetry” has been handled at various levels. In Turkey, the theme of financial literacy should be integrated into related curriculums like mathematics. So, firstly an educational policy should be occurred intended for financial literacy and the curriculums should be revised according to financial literacy.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetEkonomik İşbirliği ve Kalkınma Örgütü (OECD) öncülünde gelişmiş ve gelişmekte olan ülkelerde okul çağındaki öğrenciler ve yetişkinler için finansal okuryazarlık eğitimleri ve bilinçlendirme çalışmaları yürütülmektedir. Kanada, Amerika Birleşik Devletleri, Birleşik Krallık, Avustralya gibi birçok ülkede finansal okuryazarlık, öğretim programlarında temel faktörlerden biri olarak yerini almıştır. Bu çalışmanın amacı dünyada önemi giderek artan finansal okuryazarlığın Türkiye’de uygulanan matematik öğretim programlarındaki durumunu incelemektir. Nitel araştırma desenine sahip bu çalışmada 2005 yılından sonra geliştirilen 2005 ilköğretim ve ortaöğretim, 2013 ilkokul, ortaokul ve ortaöğretim, 2017 ilkokul-ortaokul ve ortaöğretim matematik öğretim programları doküman incelemesi yöntemi ile ele alınmaktadır. Dikey karşılaştırma yaklaşımının benimsendiği çalışmada dokümanlar finansal okuryazarlık literatürü ve uluslararası öğrenci değerlendirme sınavı (PISA)’nın finansal okuryazarlık yaklaşımı çerçevesinde değerlendirilmektedir. Öğretim hedefleri, kazanımlar ve öğrenme süreçlerinin analizinde içerik analizi uygulanmıştır. Elde edilen bulgular ışığında, Türkiye’de 2009 yılında matematik öğretim programına “Bilinçli Tüketim Aritmetiği” başlığıyla finansal okuryazarlığa adım atıldığı, 2017 yılındaki değişiklikle “finansal okuryazarlık” kavramının kazanımlarda yer bulduğu görülmektedir. 2005 ilköğretim ve ortaöğretim matematik öğretim programlarında örtük şekilde finansal bilgi ve becerilere farklı öğrenme alanlarında yer verildiği, matematiksel ve finansal kavramlar arasında ilişkilendirmeler yapıldığı ancak bu durumun revize edilen yeni programlarda giderek zayıfladığı saptanmıştır. Programların oluşumundaki önemi ve yoğunluğu dikkate alındığında finansal okuryazarlığa yönelik bir eğitim politikası oluşturulması ve buna uygun olarak öğretim programlarının revize edilmesi gerektiği görülmektedir.

scholarly journals School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale

2017 ◽  
Vol 6 (2) ◽  
pp. 6
Author(s):  
Letao Sun ◽  
Kenneth D. Royal
Keyword(s):  
United States ◽  
School Climate ◽  
International Student ◽  
Methodological Approach ◽  
Student Assessment ◽  
The United States ◽  
International Student Assessment ◽  
Climate Assessment ◽  
Climate Scale ◽  
Psychometric Quality

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA)2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the UnitedStates about school climate using an Item Response Theory (IRT) methodological approach. In particular, this studysought to determine if the instrument’s items are of sufficient psychometric quality to effectively measure schools'climate status in the United States. Collectively, results indicate the School Climate Assessment (SCA) scale is ofsufficient psychometric quality to effectively measure schools' climate status in the United States. However, there areareas for which the instrument can be improved. Recommendations for improvement are provided.

scholarly journals Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018

2021 ◽  
Vol 11 (3) ◽  
pp. 813-828
Author(s):  
Vianey Vazquez-Lopez ◽  
Eric Leonardo Huerta-Manzanilla
Keyword(s):  
Secondary School ◽  
International Student ◽  
Reading Skills ◽  
Student Assessment ◽  
Reading Proficiency ◽  
School Students ◽  
Logistic Regression Models ◽  
International Student Assessment ◽  
Reading Abilities ◽  
Development Goals

Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA’s data to build logistic regression models to identify the main factors contributing to students’ underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student–teacher relationships are the most important contributors to low reading abilities.

scholarly journals A Comparison of Educational Reform in Finland and Washington State, USA

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Karin Manns
Keyword(s):  
Educational Reform ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Washington State ◽  
Reform Initiatives ◽  
Science Study ◽  
Childhood Poverty ◽  
International Student Assessment ◽  
Mathematics And Science

This paper addresses aspects of global educational reform initiatives in the first two decades of the 21st century, comparing and contrasting these with the efforts of Finland, a nation in which students have recently and repeatedly outperformed other countries on international assessments. Utilizing the thesis that lessons from Finland can be used to support the educational reform work in the United States, a proposal for such implementation in Washington state is presented. Since strategies are often contextual, rooted in the history, beliefs, politics, and more of a country, such implementation must necessarily include sound analysis and adaptations to suit the new circumstances. While this paper focuses on educational efforts, an analysis of the Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) data by poverty identifies an important factor outside education that impacts academic achievement, namely, childhood poverty. The paper concludes with a practical look at possible next steps to improve education within the current educational context.

scholarly journals Accountability: Antecedents, Power, and Processes

2014 ◽  
Vol 116 (9) ◽  
pp. 1-12
Author(s):  
Heinz-Dieter Meyer ◽  
Daniel Tröhler ◽  
David F. Labaree ◽  
Ethan L. Hutt
Keyword(s):  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Race To The Top ◽  
Democratic Citizenship ◽  
Policy Makers ◽  
Education Professionals ◽  
International Student Assessment ◽  
Long Term Trends ◽  
Definition Of

Background/Context In the United States and abroad, public education is changing as the rhetoric of “accountability” is becoming accepted as the self-evident and self-explanatory rationale for momentous policy shifts. Epitomized by the OECD's Programme for International Student Assessment (PISA) and the U.S. government's Race to the Top, accountability is becoming a pervasive normalizing discourse, legitimizing historical shifts in educational policy from a social and cultural project of facilitating democratic citizenship to an economic project of engendering usable skills and “competences.” Purpose The purpose of this special issue is to provide context and perspective on these momentous shifts. Research Design The papers point to historic antecedents, highlight core ideas, and identify changes in the balance of power between domestic and global policy makers. The authors are interested in understanding the process by which the new policy frameworks have been constructed and legitimized and how they have changed the accepted “definition of the situation.” Conclusions/Recommendations An important aspect of these changes are three long-term trends: homogenizing the heterogeneous reality of education; shifting power from locally embedded education professionals to a global elite of economists and statisticians; and the move from soft guidance to hard mandates in an increasingly centralized system of governance.

scholarly journals Inequality in Higher Education: Why Did Expanding Access Not Reduce Skill Inequality?

2020 ◽  
Vol 2 (1) ◽  
pp. 312-343
Author(s):  
Francesca Borgonovi ◽  
Gabriele Marconi
Keyword(s):  
Higher Education ◽  
International Student ◽  
Census Data ◽  
Student Assessment ◽  
Access To Higher Education ◽  
School Students ◽  
Skill Levels ◽  
International Student Assessment ◽  
Cross Country ◽  
The One

AbstractLack of comparable cross-country data on access to and participation into higher education (HE) among disadvantaged and marginalised communities prevents a comprehensive examination of the role of education in shaping social mobility and how this has changed following educational expansions. We use data from the OECD Survey of Adult Skills, the Programme for International Student Assessment as well as administrative and census data from several countries to provide a comprehensive cross-country overview of the relationship between, on the one hand, socio-economic background, migrant background, and place of residence, and on the other hand, HE expectations, participation and completion. We find that when a higher share of the population has access to higher education, inequalities in access and completion are lower, but inequalities in skill levels remain unchanged. This could be due to the varying degree of inequality observed at different levels of higher education; as well as to the differences in the aspirations secondary school students express of enrolling and completing HE. We discuss implications for research and policy.

The Many Faces of Special Education Within RTI Frameworks in the United States and Finland

2015 ◽  
Vol 39 (1) ◽  
pp. 58-66 ◽  
Author(s):  
Piia M. Björn ◽  
Mikko T. Aro ◽  
Tuire K. Koponen ◽  
Lynn S. Fuchs ◽  
Douglas H. Fuchs
Keyword(s):  
United States ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Educational Services ◽  
Policy And Practice ◽  
International Student Assessment ◽  
Policy Paper ◽  
The Many ◽  
The U.S

Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regarding the intensity, duration, and content of support provided within each tier whereas the Finnish version contains no explicit guidelines for support. Third, the U.S. RTI assumes no special educational services in the first two tiers, but the Finnish framework includes special educational services from the onset of support. Implications for policy and practice are discussed.

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