scholarly journals La segregación por nivel socioeconómico como dimensión de la exclusión educativa: 15 años de evolución en América Latina

2019 ◽  
Vol 27 ◽  
pp. 8 ◽  
Author(s):  
Natalia Krüger
Keyword(s):  
Latin American ◽  
International Student ◽  
Student Assessment ◽  
Educational Systems ◽  
International Student Assessment ◽  
Socioeconomic Segregation ◽  
Potential Impact ◽  
America Latina ◽  
Educational Inclusion ◽  
Latin American Countries

The massification of Latin American educational systems leads to a reconsideration of the concept of educational inclusion/exclusion since, partly, social disadvantages have been transferred inside the school, configuring situations of unequal inclusion. Considering three main dimensions of educational inclusion – access, learning and integration/segregation – this paper focuses on the latter, since it has been the least studied in the region. The aim is to empirically analyze the current situation, the dynamics and the evolution of socioeconomic segregation in the secondary school system during the last decades. To this end, information from the 2000-2015 rounds of the Programme for International Student Assessment (PISA) corresponding to nine Latin American countries is used. Various synthetic indices are estimated to quantify and characterize the problem, comparing the region with others, as well as the Latin American countries with each other. The results suggest that the region presents the lowest levels of social integration at school, in spite of a certain reduction of the segregation levels during the last years. Given the intensity of the problem and its potential impact on inequality of opportunities, the ultimate goal of this study is to contribute to the visualization of the issue and to provide information for the design of policies.

scholarly journals La escuela rural latinoamericana en PISA: el olvido reciente

2018 ◽  
Vol 8 (8) ◽  
pp. 61-100
Author(s):  
Rogeli Santamaría Luna
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
America Latina

El Programa para la Evaluación Internacional de Alumnos de la Organización para la Cooperación y el Desarrollo Económico (Programme for International Student Assessment) puede mejorar el conocimiento sobre la educación rural, mostrar sus debilidades y fortalezas, dar una imagen estereotipada y errónea de la escuela rural o invisibilizar sus realidades. En este artículo se evidencia la ruralidad en PISA en las distintas rondas, más visible siempre en América Latina que en España y Portugal. En la ronda 2012 la brecha urbano-rural oscila entre 28 y 89 puntos y apenas se atiende el tema rural, que casi es obviado en los cuatro volúmenes de resultados que se publicaron de la ronda 2015. Analizar los resultados en América Latina permite aprender de países próximos, animar a las instituciones a atender este factor y a los investigadores a profundizar en su conocimiento para argumentar en favor de la educación rural y la equidad.

When PISA does not matter? The case of the Czech Republic and Germany

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
David Greger
Keyword(s):  
Czech Republic ◽  
International Student ◽  
Final Section ◽  
Student Assessment ◽  
Educational Systems ◽  
Policy Makers ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Study Programme ◽  
Policy Measures

AbstractThe present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems—its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.

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 PISA Performance of Natives and Immigrants: Selection versus Efficiency

2020 ◽  
Vol 2 (1) ◽  
pp. 9-36
Author(s):  
Andreas Behr ◽  
Gerald Fugger
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Home Country ◽  
Student Assessment ◽  
Educational Systems ◽  
Selection Effects ◽  
Efficient Frontiers ◽  
International Student Assessment ◽  
Educational Efficiency ◽  
Economic Background

AbstractIn most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.

scholarly journals Educação Básica na América Latina: uma análise dos últimos dez anos a partir dos dados do programa internacional de avaliação de estudantes (PISA)

2017 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Bruno Francisco Batista Dias ◽  
Sandra Regina Holanda Mariano ◽  
Robson Moreira Cunha
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
America Latina ◽  
Capital Humano

A Diretoria de Educação da OCDE formulou, em 1997, o   Programa Internacional de Avaliação de Alunos (Programme for International Student Assessment – PISA), com o objetivo de contribuir para a elevação do capital humano dos países, definido pelas “habilidades de conhecimento, competências e atributos incorporados em indivíduos que facilitem a criação de bem-estar pessoal, social e econômico". Os resultados dos páises da America Latina nesse exame apresenta resultados proximos a de países de extrema pobreza, como os do Norte da Áfrical, sendo baixo nível de desempenho dos estudantes dessa região fatores determinantes para crescimentos econômicos inferiores aos demais países do mundo nas últimas quatro décadas. Diante dessa problematica, este estudo se propõe a conhecer a realidade da educação pública básica dos sete países da américa latina que participam do PISA na última década, compara-la com os resultados obtidos no exame, e identificar possíveis fatores que se relacionam, tanto com o baixo, quanto ao alto desempenho observados em algumas dessas regiões. Sendo o foco deste artigo  prover informações que permita comparar a realidade da educação dessas nações.

The Reliability of Trends over Time in International Education Test Scores: Is the Performance of England's Secondary School Pupils Really in Relative Decline?

2012 ◽  
Vol 42 (2) ◽  
pp. 259-279 ◽  
Author(s):  
JOHN JERRIM
Keyword(s):  
Secondary School ◽  
International Education ◽  
Test Performance ◽  
International Student ◽  
Student Assessment ◽  
Educational Systems ◽  
International Student Assessment ◽  
Data Limitations ◽  
Over Time ◽  
Secondary School Pupils

AbstractThe Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are respected cross-national studies of pupil achievement. They have been specifically designed to study how countries’ educational systems are performing against one another, and how this is changing over time. These are, however, politically sensitive issues, where different surveys can produce markedly different results. This is shown via a case study for England, where apparent decline in PISA test performance has caused policymakers much concern. Results suggest that England's drop in the PISA ranking is not replicated in TIMSS, and that this contrast may be due to data limitations in both surveys. Consequently, I argue that the current coalition government should not base educational policies on the assumption that the performance of England's secondary school pupils has declined over the past decade.

scholarly journals EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”

2020 ◽  
Vol 78 (6A) ◽  
pp. 1062-1064
Author(s):  
Kuo-Hung Huang ◽  
Ching-Ching Cheng
Keyword(s):  
Education Reform ◽  
Global Economy ◽  
International Student ◽  
English Language ◽  
Student Assessment ◽  
Educational Practice ◽  
Educational Systems ◽  
International Student Assessment ◽  
Educational Challenges ◽  
Systems Quality

Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy & Rhoten, 2002).

Latin American education failings weigh on progress

2020 ◽  
Keyword(s):  
Latin American ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Economic Life ◽  
American Education ◽  
Education Systems ◽  
Content Type ◽  
National Education ◽  
International Student Assessment

Subject Latin American education. Significance The OECD published the results of its Programme for International Student Assessment (PISA) 2018 on December 3. The study assesses to what extent 15-year-old pupils have acquired the necessary knowledge and skills to participate in social and economic life. Covering 79 national education systems, the assessment measures students’ performance in three subjects: reading, maths and science. The 2018 report also included computer familiarity and well-being questionnaires. Students in the ten Latin American countries that participated in the study performed below average and were significantly behind the top performers. Impacts Education systems in Latin America are failing to provide the right skills for the workforce in the current labour market. Poor security conditions in some areas will adversely affect access to education, with crime preventing pupils from attending school. Without long-term strategies stretching beyond governmental terms, the region will struggle to boost enrolment and completion rates.

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 Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

2021 ◽  
Author(s):  
Elina Kilpi-Jakonen ◽  
Jenni Alisaari
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Subjective Wellbeing ◽  
Student Assessment ◽  
Educational Expectations ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
International Student Assessment ◽  
Reading Test Scores ◽  
At Home

Educational disadvantages of children of immigrants have sometimes been linked to speaking a language other than that of school instruction at home. However, thorough investigations of the alleged benefits for immigrant families of adopting the language of the surrounding society are lacking. We used data from a subset of countries in the 2018 Programme of International Student Assessment (PISA) and analysed reading test scores, educational expectations, sense of belonging at school, and subjective wellbeing (positive affect). Our results suggest that the language used at home is not systematically associated with subjective wellbeing or educational expectations. In some countries, switching the home language to that of the destination country is associated with an increased sense of belonging at school and higher reading scores. We discuss these results with reference to ethnic boundary making and how schools and educational systems can respond to the needs of linguistically diverse students.

Sign in / Sign up

Export Citation Format

Share Document