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 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 School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?

2019 ◽  
Vol 18 (2) ◽  
pp. 157-179 ◽  
Author(s):  
Gabriel Gutiérrez ◽  
John Jerrim ◽  
Rodrigo Torres
Keyword(s):  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
School Segregation ◽  
Structural Factors ◽  
School Students ◽  
International Student Assessment ◽  
Poor Students ◽  
The Poor ◽  
The Rich

AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.

Modeling Educational Inequalities: Class, Academic Achievement, and Regional Differences in Turkey

2017 ◽  
Vol 51 (5) ◽  
pp. 659-692 ◽  
Author(s):  
Ela Ataç
Keyword(s):  
Academic Achievement ◽  
International Student ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Student Assessment ◽  
Entrance Examination ◽  
International Student Assessment ◽  
Regional Inequalities ◽  
Geographical Variations ◽  
National University

As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional inequalities where education is strongly a class-related issue and there has also been a strong dimension of “geography” as far as the educational provision and performance are considered. The purpose of the article is to contribute to two debates on the relation of education and inequality in Turkey. One is a specific and practical way of understanding about the effect of socioeconomic backgrounds of the students on their educational achievement. The other is an understanding on causal relations based on socioeconomic variables and geographical variations and how these lead to or indeed are partly caused by regional inequalities in Turkey. Using the datasets of PISA (Program for International Student Assessment) database, the datasets of National University Entrance Examination and Census, the article finds that for Turkish students where (the region and the place of residence) and with whom (socioeconomic qualifications of parents) they live are the powerful indicators of academic achievement.

scholarly journals Strive to Succeed? The Role of Persistence in the Process of Educational Attainment

2021 ◽  
pp. 000276422199675
Author(s):  
Alberto Palacios-Abad
Keyword(s):  
Educational Attainment ◽  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
Educational Expectations ◽  
Structural Equations ◽  
Data Set ◽  
International Student Assessment ◽  
The Impact

This article examines the role of effort in the process of educational attainment. First, I analyze the impact of effort on future tertiary educational attainment. Then, I test two sociological theories that argue that effort transmits educational inequality across generations. According to the first theory, parental background shapes the effort that children exert in education-related activities. The second theory argues that the drivers of effort in this context are educational expectations. I use a variable for effort that is measured directly over the course of the Programme for International Student Assessment test. Using a longitudinal data set from Australia, I estimate different hierarchical and structural equations models. I find that the measure of effort is positively and significantly associated with the probability of having obtained a tertiary degree 10 years later. Furthermore, the results show partial support for the second theory but not for the first one.

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.

Argentina's education woes will worsen competitiveness

2020 ◽  
Keyword(s):  
Trade Unions ◽  
International Student ◽  
Reading Skills ◽  
Student Assessment ◽  
Content Type ◽  
International Student Assessment ◽  
Educational Structures ◽  
Popular Pressure ◽  
State Schools

Subject Education shortcomings in Argentina. Significance Argentina performed poorly in the latest triennial Programme for International Student Assessment (PISA) tests, carried out in 2018 with results reported in December 2019. Argentine students ranked 63rd out of 79 countries in reading skills, 65th in sciences and 71st in mathematics. Shortfalls are concentrated in secondary education and particularly in state schools, with unions resistant to reform. Impacts Argentina’s competitiveness and productivity will fall further without long-term commitment to an educational overhaul. Absent greater popular pressure for education reforms, little change in existing trends is likely. Trade unions will remain an obstacle to changes in existing educational structures.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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