Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies

2021 ◽  
pp. 002071522098786
Author(s):  
Steve R Entrich
Keyword(s):  
Social Inequality ◽  
International Student ◽  
Student Assessment ◽  
Theoretical Models ◽  
Potential Effect ◽  
Shadow Education ◽  
Cultural Economic ◽  
International Student Assessment ◽  
National Differences ◽  
Cross National

This article examines the cross-national differences in socioeconomic accessibility to shadow education (SE) across 63 societies. Drawing on arguments from two competing theoretical models either emphasizing cross-national cultural, economic, and institutional differences (e.g. model of secondary schooling, scale of SE) or universally working social reproduction mechanisms (e.g. enrichment features of SE), this study provides a novel approach to understanding the role of SE for social inequality. More specifically, while the first model explicitly allows equality in access to SE, the latter suggests that SE fosters inequality under all circumstances. Using data from the 2012 Program for International Student Assessment (PISA) and official sources, first, the difference in the probability of top in comparison to bottom socioeconomic strata to use SE is predicted separately for all societies, before analyzing what causes the found considerable cross-national variation in the socioeconomic gap in access to SE at the country level. Results indicate that differences in SE access are linked to incentives for high-performing students to use SE. These incentives are especially common in societies with higher educational institutional differentiation (e.g. early or mixed tracking schooling models). In societies with less stratified education systems, access to SE is more equal, wherefore the potential effect of SE to social inequality is dampened. Overall, findings suggest that simple generalizations based on existing theoretical models provide no comprehensive explanation for the connection between SE and inequality. Instead, prominent beliefs about the relationship between SE and inequality are questioned.

scholarly journals Where It Matters to Be the Only One: School Performance Outcomes of Only-children across 31 Countries

2017 ◽  
Author(s):  
Seongsoo Choi ◽  
Christiaan Willem Simon Monden
Keyword(s):  
International Student ◽  
Tracking System ◽  
Student Assessment ◽  
Size Composition ◽  
Performance Outcomes ◽  
Low Fertility ◽  
Only Children ◽  
International Student Assessment ◽  
National Differences ◽  
Cross National

Despite the increasing number and visibility of only-children (children raised without any siblings) in low-fertility societies, our understanding of how they perform relative to children with siblings is surprisingly limited. Especially little is known about how only-children fare in different societies. Using data from the Program for International Student Assessment (PISA) 2000 on 15-year old students from 31 countries, we examine how family socioeconomic status (SES) and cognitive and noncognitive outcomes of only-children vary across countries. In particular, we analyze the importance of the country-level family size composition to explain cross-national differences in only-children's status and performance. Our analysis reveals four patterns: First, we found a substantial variation in the proportion of only-children across countries. Second, only-children in countries where small families are more prevalent are more likely to come from high-SES families than are those in countries where small families are less prevalent. Third, where the proportion of small families is higher, only-children fare consistently better across performance outcomes than do those in countries where the proportion is lower. With regard to cognitive outcomes, such cross-national patterns are largely explained by the cross-national variation in only-children’s prestige in family SES. Lastly, we also find important associations between the relative outcomes of only-children and policies, such as educational policies and the school tracking system.

scholarly journals Social inequality in shadow education: The role of high-stakes testing

2021 ◽  
pp. 002071522098450
Author(s):  
Dieuwke Zwier ◽  
Sara Geven ◽  
Herman G. van de Werfhorst
Keyword(s):  
International Student ◽  
Social Inequalities ◽  
Economic Status ◽  
Student Assessment ◽  
High Stakes Testing ◽  
Educational Systems ◽  
Shadow Education ◽  
High Stakes ◽  
International Student Assessment ◽  
Education Participation

Against the background of the worldwide expansion of shadow education, research shows that students from high socio-economic status (SES) backgrounds participate more in shadow education than students from disadvantaged SES backgrounds. We relate these social inequalities in shadow education participation to institutional features of educational systems. More specifically, we argue that the effect of socio-economic background on participation in shadow education will be stronger in countries characterized by high-stakes testing. Using data from the Programme for International Student Assessment for the year 2012 (PISA 2012), we show that higher SES students participate more in shadow education. For three out of four indicators of shadow education, this relationship is stronger in countries that are characterized by high-stakes testing but only when accounting for unobserved country differences.

scholarly journals A Cross-National Analysis of Parent Involvement in Decision-Making: Germany, France and Turkey

2018 ◽  
Vol 6 (11a) ◽  
pp. 147 ◽  
Author(s):  
Murat Gürkan Gülcan ◽  
Ali Duran
Keyword(s):  
Decision Making ◽  
International Student ◽  
Positive Impact ◽  
Student Assessment ◽  
Structured Interview ◽  
International Student Assessment ◽  
Decision Making Processes ◽  
Parents Involvement ◽  
National Analysis ◽  
Cross National

Being a cross-national analysis, the aim of this study, which draws on data from school principals, is to evaluate parents’ involvement in decision-making processes comparatively in Turkey, Germany and France, which are members of the Organization for Economic Cooperation and Development (OECD) and were included in the study in terms of some variables, such as data in Human Development Index (HDI) report 2016 and results of the Programme for International Student Assessment (PISA) 2015 reading skills, math and science literacy results’ based on demographic, socio-economic, socio-cultural variables as well as achievements in education, population trends and parents’ involvement in education. Phenomonology research design from qualitative research methods was used in this study. Data analyses relied on content analysis technique. School administrators from Turkey, Germany and France were included through criteria sampling method from purposeful sampling methods. Interview technique was employed in order to collect data through a semi-structured interview form. The findings of the study highlighted that all participants agree on the positive impact of parents’ involvement in decision-making but there are some ambiguity how and what level parents must involve in decision-making processes. Some recommendations are made on how to improve involvement in decision-making process.

scholarly journals Browsing the Web for School: Social Inequality in Adolescents’ School-Related Use of the Internet

SAGE Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 215824401985995 ◽  
Author(s):  
Maximilian Weber ◽  
Birgit Becker
Keyword(s):  
Social Inequality ◽  
International Student ◽  
Parental Education ◽  
Student Assessment ◽  
The Internet ◽  
Educational Inequalities ◽  
International Student Assessment ◽  
Proportional Odds Models ◽  
Use Of The Internet ◽  
At Home

This article examines whether social inequality exists in European adolescents’ school-related Internet use regarding consuming (browsing) and productive (uploading/sharing) activities. These school-related activities are contrasted with adolescents’ Internet activities for entertainment purposes. Data from the Programme for International Student Assessment (PISA) 2012 is used for the empirical analyses. Results of partial proportional odds models show that students with higher educated parents and more books at home tend to use the Internet more often for school-related tasks than their less privileged counterparts. This pattern is similar for school-related browsing and sharing Internet activities. In contrast to these findings on school-related Internet activities, a negative association between parental education and books at home is found with adolescents’ frequency of using the Internet for entertainment purposes. The implications of digital inequalities for educational inequalities are discussed.

scholarly journals Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us

2005 ◽  
Vol 4 (3) ◽  
pp. 181-194 ◽  
Author(s):  
Marie Duru-Bellat ◽  
Bruno Suchaut
Keyword(s):  
Social Inequality ◽  
Educational System ◽  
International Student ◽  
Social Inequalities ◽  
Student Assessment ◽  
Pedagogical Practices ◽  
Institutional Characteristics ◽  
Educational Systems ◽  
International Student Assessment ◽  
High Degree

After describing both average scores, dispersion, and social inequalities in achievement in the various countries included in the latest Programme for International Student Assessment (PISA) study, this article relates those ‘products' to country economic and cultural characteristics. It then explores relations between student scores and a number of institutional characteristics of countries' educational systems. Results show that relations exist between average scores and certain institutional or pedagogical practices such as grade repeating or tracking. A high degree of social inequality in achievement proves to be associated with overall score dispersion and degree to which educational system differentiates among students.

scholarly journals Política educacional, exames internacionais de desempenho e a busca da escolarização de classe mundial: uma análise crítica

2017 ◽  
Vol 28 (68) ◽  
pp. 302
Author(s):  
Paul Morris
Keyword(s):  
Comparative Education ◽  
Critical Analysis ◽  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
International Student Assessment ◽  
Pupil Achievement ◽  
National Tests ◽  
Mathematics And Science ◽  
Cross National

<p>As políticas educacionais no mundo todo estão cada vez mais dirigidas por um desejo de emular as “melhores práticas” de países que têm bom resultado em exames internacionais de desempenho de alunos, tais como o Programme for International Student Assessment (PISA) e o Trends in International Mathematics and Science Study (TIMSS). Este artigo traz uma análise crítica de como essa forma aplicada de educação comparada opera, a lógica e os pressupostos nos quais ela se baseia, e os atores essenciais envolvidos.</p><p><strong>Palavras-chave:</strong> PISA; TIMMS; Avaliação em Larga Escala; Políticas Educacionais.</p><p> </p><p><strong>Education policy, cross-national tests of pupil achievement, and the pursuit of world class schooling: a critical analysis</strong></p><p>Educational policy around the world is increasingly driven by a desire to emulate the “best practices” of nations that have performed well on cross national tests of pupil achievement such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS). This article provides a critical analysis of how this applied form of comparative education operates; the logic and assumptions on which it is based and the key actors involved.</p><p><strong>Keywords:</strong> PISA; TIMMS; Large-Scale Assessment; Educational Policies.</p><p> </p><p><strong>Política educacional, tests internacionales de desempeño y la búsqueda de la escolarización de clase mundial: un análisis crítico</strong></p><p>Las políticas educacionales entodo el mundo están cada vez más dirigidas por un deseo de emular las “mejores prácticas” de países que obtienen buenos resultados en tests internacionales de desempeño de alumnos, como el Programme for International Student Assessment (PISA) y Trends in International Mathematics and Science Study (TIMSS). Este artículo contiene un análisis crítico de cómo opera esa forma aplicada de educación comparada, la lógica y los presupuestos en los que se basa, y los actores esenciales implicados.</p><p><strong>Palabras-clave:</strong> PISA; TIMMS; Evaluación en Gran Escala; Políticas Educacionales.<em><br /></em></p>

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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