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).

scholarly journals Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

2020 ◽  
Vol 84 (1) ◽  
pp. 109-133
Author(s):  
Nurullah Erylmaz ◽  
Mauricio Rivera-Gutiérrez ◽  
Andrés Sandoval-Hernández
Keyword(s):  
Measurement Invariance ◽  
Latin American ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Socioeconomic Background ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Confirmatory Factor ◽  
Economic Background

It has been claimed that there is a lack of theory-driven constructs and a lack of cross-country comparability in International Large-Scale Assessment (ILSA)’s socio-economic background scales. To address these issues, a new socio-economic background scale was created based on Pierre Bourdieu’s cultural reproduction theory, which distinguishes economic, cultural and social capital. Secondly, measurement invariance of this construct was tested across countries participating in the Programme for International Student Assessment (PISA). After dividing the countries which participated in PISA 2015 into three groups, i.e., Latin American, European, and Asian, a Multi-Group Confirmatory Factor Analysis was carried out in order to examine the measurement invariance of this new socio-economic scale. The results of this study revealed that this questionnaire, which measures the socio-economic background, was not found to be utterly invariant in the analysis involving all countries. However, when analysing more homogenous groups, measurement invariance was verified at the metric level, except for the group of Latin American countries. Further, implications for policymakers and recommendations for future studies are discussed.

scholarly journals EXPLICATING THE ELUSIVE ‘PEDAGOGICAL REASONING’ OF EXPERT TEACHERS OF SCIENCE

2018 ◽  
Vol 13 (30) ◽  
pp. 10
Author(s):  
Debra Lee Panizzon ◽  
Stephen Keast ◽  
Ian Mitchell ◽  
John Loughran
Keyword(s):  
School Leadership ◽  
International Student ◽  
Ad Hoc ◽  
Student Assessment ◽  
Fundamental Principle ◽  
Educational Systems ◽  
International Studies ◽  
Expert Teachers ◽  
Pedagogical Reasoning ◽  
International Student Assessment

Quality teaching that enhances student learning and engagement in science is a focus for all educational systems. Whether fuelled by the results from international studies, such as the Programme for International Student Assessment (PISA), or from what is already evident from the research, highly skilled teachers can greatly improve the educational outcomes of students (MOURSHED, CHIJIOKE & BARBER, 2010). It is this fundamental principle that underpins the recent development and implementation of the Australian Professional Standards for Teachers (APSTs), which identify explicitly the qualities that teachers are expected to demonstrate in each of four career stages: Graduate, Proficient, Highly Accomplished, and Lead (Australian Institute for Teaching and School Leadership [AITSL], 2012). Underpinning teacher quality in at least four of these standards is the elusive tacit or pedagogical knowledge that is held and used by ‘expert’ teachers of science in their teaching. The study discussed in this paper set out to explicate the knowledge or ‘pedagogical reasoning’ brought to a teaching context by expert teachers as they plan to teach science. The three-year longitudinal study incorporated two cohorts of teachers representing elementary and high school teachers of science (N = 40) in one state in Australia. Data were collected from audio recordings of pairs of teachers as they designed units of work, interviews with pairs of teachers, and other ad hoc data collected during workshops conducted with the teachers throughout the study. Analyses of these data revealed non-linear, complex, and rapid interactions between five distinct, but richly connected focal concepts that comprise teachers’ pedagogical reasoning. The five focal concepts were termed: Big Ideas; Student Engagement; Quality Learners and Quality Learning; Contextual Constraints and Opportunities; and, Teacher Personal and Professional Identity. The study illustrates the rich web of professional wisdom and pedagogical reasoning that underpins the classroom practices of expert teachers of science and why this knowledge is crucial to understand if we are to nurture our next generation of teachers of science. 

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.

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