By Jaap Dronkers (auth.), Jaap Dronkers (eds.)
This cogent research of information on schooling and society from numerous resources units out to supply solutions to medical and coverage questions about the standard of schooling and how it pertains to a variety of kinds of inequality in sleek societies, really in Europe. The authors learn not just the well-known cross-national PISA datasets, but additionally the eu Social Survey and TIMSS, going extra than many researchers through folding into their analyses financial, felony and old components. such a lot study in the past utilizing the PISA info is particular to academic study. fascinating as that academic query is, the chapters right here use the PISA, and different facts, to discover extra profoundly the connection among schooling and a few of the different types of inequality in eu and different sleek societies. The paintings comes from diversified views: one who appears at how the various features of societies, their economies, and their academic platforms impact the common academic achievements of particular teams of scholars, akin to immigrants, in these societies; and a moment, which explores how, and in what measure, the features of colleges, academic structures and labour-markets both hardens or softens changes within the academic results of assorted teams of students. With a different characteristic of the ebook being its emphasis on evaluating Asian and eu international locations, and with the content material freed from the political constraints which could frequently attend reviews of those datasets, this booklet might be an important source for educationalists and policy-makers alike.
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This cogent research of information on schooling and society from various resources units out to supply solutions to clinical and coverage questions about the standard of schooling and how it pertains to quite a few varieties of inequality in smooth societies, fairly in Europe. The authors study not just the well-known cross-national PISA datasets, but in addition the eu Social Survey and TIMSS, going extra than many researchers through folding into their analyses financial, criminal and old elements.
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Extra resources for Quality and Inequality of Education: Cross-National Perspectives
Parental occupation (mean) 8. Parental education (mean) Interaction terms 3. Low status × low segregation 4. Low culture × low segregation 5. High status × low segregation 6. High culture × low segregation 2. 123 9 Table 19 Zero-order correlations between school segregation and social background measures in 33 countries The effect of segregation 1. 143 10 40 P. Robert Institutional Tracking and Achievement Growth: Exploring Difference-in-Differences Approach to PIRLS, TIMSS, and PISA Data Maciej Jakubowski Introduction This chapter applies difference-in-differences (DD) methods to assess tracking effects using data from international educational surveys of 4th graders (PIRLS 2001, TIMSS 2003) and 15-year olds (PISA 2000 and 2003).
Previous studies on the PISA data usually revealed that educational achievement is relatively strongly affected by social background in some former socialist countries, especially in Hungary. This pattern does not show up here: the adjusted R2 values are 41% for reading and 36% for math in this country group. In the EU-19 countries, the same values are 39 and 38% for reading and math, respectively. In fact, the adjusted R2 values are the highest for the Asian countries: 57 and 62% for reading and math, respectively.
They are usually based on difference-in-differences approach benefiting from the variation in timing of tracking across country or variation in timing of reforms introduced to eliminate or postpone tracking. For example, Maurin and McNally demonstrate that opening the academic track to the bigger number of students increased educational attainment in Northern Ireland controlling for the change in achievement in neighboring England where no reform was conducted at that time. Mühlenweg (2007) uses different time of tracking in German states to compare the impact of later and earlier tracking on educational outcomes.
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