scholarly journals Socio-Emotional Skills and the Rich-Poor Learning Gap

2021 ◽  
Author(s):  
Rob J. Gruijters ◽  
Isabel J. Raabe ◽  
Nicolas Hübner
Keyword(s):  
Achievement Gap ◽  
International Student ◽  
Family Background ◽  
School Achievement ◽  
Student Assessment ◽  
Emotional Skills ◽  
Social And Emotional ◽  
International Student Assessment ◽  
The Rich ◽  
Poor Children

Empirical evidence suggests that children's socio-emotional skills—an important determinant of school achievement—vary by socio-economic family background. In this study, we assessed the degree to which differences in socio-emotional skills contribute to the achievement gap between rich and poor children. We used data on 74 countries from the 2018 Programme for International Student Assessment (PISA), which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: rich children have somewhat higher levels of socio-emotional skills than poor children, but the effect of these skills on academic performance is largely similar for both groups. Using a counterfactual decomposition method, we show that socio-emotional skills explain no more than 8.8% of the rich-poor achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning (SEL) are unlikely to substantially reduce educational inequalities.

scholarly journals The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 81-90
Author(s):  
Abu Nawas
Keyword(s):  
Regression Analysis ◽  
Parent Education ◽  
International Student ◽  
Family Background ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Family Wealth ◽  
Education Levels

This study aims to examine the influence of family background factors in terms of family wealth and parent education levels on students reading performance in Indonesia. The study utilises secondary data from the OECDs Programme for International Student Assessment (PISA) 2015 for Indonesia, in which 6513 students participated. This also specifically highlights the analysis of family wealth and parent education levels in possibly predicting the students reading literacy in Indonesia. In analysing the data, a quantitative approach was used which utilised statistically different analysis such as t-test, one-way ANOVA, two-way ANOVA, correlation and multiple linear regression analysis using WesVar version 5.1 software.The result found there were significant different reading scores between students from different family wealth and parent education levels. The students from high family wealth performed better than they with middle and low wealthy. Likewise, the children with highly educated mother and father had high scores than students whose parents had low and did not complete primary school. Moreover, the result of correlation and regression analysis revealed that all predictor variables, WEALTH, MISCED and FISCED, significantly associate and predict better reading literacy performance of 15-year-old students in Indonesia for PISA 2015 survey. Therefore, the implications of the study highlight opportunities to reform educational policies through data and evidence.

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 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.

scholarly journals Studying the relationship between anxiety and school achievement: evidence from PISA data

2021 ◽  
Author(s):  
Antonella D’Agostino ◽  
Francesco Schirripa Spagnolo ◽  
Nicola Salvati
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
International Student ◽  
School Achievement ◽  
Student Assessment ◽  
Emotional Reactions ◽  
Sampling Weights ◽  
International Student Assessment ◽  
Pisa Data ◽  
The Relationship

AbstractUsing the Programme for International Student Assessment (PISA) 2015 data for Italy, this paper offers a complete overview of the relationship between test anxiety and school performance by studying how anxiety affects the performance of students along the overall conditional distribution of mathematics, literature and science scores. We aim to indirectly measure whether higher goals increase test anxiety, starting from the hypothesis that high-skilled students generally set themselves high goals. We use an M-quantile regression approach that allows us to take into account the hierarchical structure and sampling weights of the PISA data. There is evidence of a negative and statistically significant relationship between test anxiety and school performance. The size of the estimated association is greater at the upper tail of the distribution of each score than at the lower tail. Therefore, our results suggest that high-performing students are more affected than low-performing students by emotional reactions to tests and school-work anxiety.

scholarly journals Does curricular tracking explain global SES gaps? an international comparison of the SES achievement gaps from 2000 to 2015

2017 ◽  
Author(s):  
Jorge Cimentada
Keyword(s):  
Achievement Gap ◽  
Cognitive Abilities ◽  
International Student ◽  
Student Assessment ◽  
Similar Rate ◽  
Achievement Gaps ◽  
International Student Assessment ◽  
The Relationship ◽  
Income Achievement Gap ◽  
The U.S

The literature on achievement inequality has recently started to focus on the dynamics of the socio-economic achievement gap in cognitive abilities. The main findings come from research in the U.S. revealing that the 90th/10th income achievement gap has widened by about 50% in the last 30 years. This chapter aims to investigate whether there are discernible patterns in the evolution of the achievement gap from a comparative perspective. Using over 15 years of data and 32 countries from the Program for International Student Assessment (PISA), I find that there is considerable variation in the way in which the gap is evolving, with the U.S. and Germany closing at about 50% and 30% in the last 15 years while France is widening at a similar rate. I find that curricular tracking and vocational enrollment explain 40% of the variance in the achievement gap between countries and show that the relationship is conditioned by a strong interaction. Low curricular tracking is associated with a small achievement gap, whereas high levels of curricular tracking is associated with wide achievement gaps. However, once tracking is coupled with high vocational enrollment this can remedy the potential adverse effects and reduce the gap by over 1 standard deviation. I use simulations to show that switching to less curricular tracking can help decrease a country’s SES gap by about 11% while switching to more tracking would increase the achievement gap by about 51% percent.

scholarly journals Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

2019 ◽  
Vol 17 (8) ◽  
pp. 1037-1056
Author(s):  
Louis Volante ◽  
Don A Klinger ◽  
Melissa Siegel ◽  
Leena Yahia
Keyword(s):  
Achievement Gap ◽  
Large Scale ◽  
International Student ◽  
Social Protection ◽  
Immigrant Students ◽  
Student Assessment ◽  
Data Sets ◽  
International Student Assessment ◽  
Key Characteristics ◽  
First And Second Generation

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

Research on Globalization and Education

2008 ◽  
Vol 78 (2) ◽  
pp. 330-363 ◽  
Author(s):  
Joel Spring
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Educational Practices ◽  
Global Trends ◽  
Global Migration ◽  
International Student Assessment ◽  
Theoretical Perspectives ◽  
The World ◽  
The Rich ◽  
International Testing

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

Are pupils’ ‘Programme for International Student Assessment (PISA)’ scores associated with a nation’s fish consumption?

2017 ◽  
Vol 46 (7) ◽  
pp. 675-679 ◽  
Author(s):  
Volker Schmiedel ◽  
Hans Vogt ◽  
Harald Walach
Keyword(s):  
Fatty Acids ◽  
Economic Development ◽  
Fish Consumption ◽  
International Student ◽  
Economic Status ◽  
School Achievement ◽  
Student Assessment ◽  
Published Data ◽  
Omega 3 ◽  
International Student Assessment

Aims: Omega-3 fatty acids are essential for neurodevelopment. Fish is a major source of these essential nutrients. We asked whether a nation’s fish consumption is associated with its pupils’ PISA scores as measures of school achievement, independent of economic status and breastfeeding. Method (Design and Setting): This was a regression analytic study based on published data. Results: Data on fish consumption and PISA scores were available for 64 countries. A significant regression model explained 72% of the variance in PISA scores. Breastfeeding does not enter the model. After controlling for technical and/or economic development, a nation’s fish consumption remains a significant predictor, explaining an additional 4% of the variance. Discussion: This effect is likely due to the fact that fish, as the major source of omega-3 polyunsaturated fatty acids for a population, is important for the omega-3 supply to mothers and the early neurodevelopment of their children. Conclusions: Fish consumption, as a proxy for a population’s omega-3 supply, is an independent predictor of pupils’ school achievement, in addition to a nation’s economic development.

scholarly journals Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?

2018 ◽  
Vol 13 (2) ◽  
pp. 201-213 ◽  
Author(s):  
Sengul Uysal ◽  
Koksal Banoglu
Keyword(s):  
Mathematics Achievement ◽  
Student Performance ◽  
International Student ◽  
School Achievement ◽  
Student Assessment ◽  
Related Factors ◽  
Independent Variables ◽  
International Student Assessment ◽  
Interaction Detection ◽  
Detection Analysis

This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement. Keywords: PISA, CHAID, mathematics, homogeneity.  

scholarly journals PISA in Finland: An Education Miracle or an Obstacle to Change?

2018 ◽  
Vol 1 (3) ◽  
pp. 119-140
Author(s):  
Pasi Sahlberg
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Anglo Saxon ◽  
Education Policies ◽  
Policy Makers ◽  
International Student Assessment ◽  
The Media ◽  
The Rich ◽  
Rich Data ◽  
Successful Education

The present article discusses the role and impact of the Programme for International Student Assessment (PISA) in Finland. PISA has created a new geography of education policies and reforms by shifting global interest away from Anglo-Saxon education systems to Asian countries, as well as to Finland and Canada in the West. The article describes how PISA has become evidence of the successful education reforms in Finland carried out since the 1970s, but at the same time has created a situation where the continuous renewal of the Finnish education system has become more difficult than before. The conclusion is that PISA is animportant global benchmarking instrument, but that policy makers and the media need to make better use of the rich data that have been collected together with information about students’ academic performance. 

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