The International Observatory on Academic Achievement - Documentary search

File number :
IST-ISC-23e

Bibliographic reference :
Willms, D.J. (2006). Learning Divides: Ten Policy Questions About the Performance and Equity of Schools and Schooling Systems. Montréal: UNESCO Institute for Statistics.

Abstract :

The purpose of this UNESCO Institute for Statistics report was to further investigate the relationship between socio-economic status (SES) and academic achievement based on data stemming from the Progress in International Reading Literacy Study (PIRLS) and Program for International Student Assessment (PISA).

Analysis Framework
Implications for policies and practices are discussed within an analysis framework structured around these two socio-economic indicators (students/schools): (1) the socio-economic gradient, corresponding to the relationship between student academic achievement in reading and SES; and (2) school profile, corresponding to the relationship between its average performance in reading and average SES.

Ten Questions Pertaining to Equity
Ten questions pertaining to performance and school and educational system equity were addressed. Answers to these questions may serve as leads in determining which interventions are the most appropriate for each educational system. Statistical models are presented for each question.

QUESTION 1: To what extent do countries and schools vary in their educational performance? Data revealed a significant variance in average reading performance across countries and across schools within the same country.

QUESTION 2: Is there a significant relationship between reading performance and SES? In all the countries studied, a significant relationship was observed, although its importance differed from one country to the other.

QUESTION 3: To what extent do schools vary in their mean outcomes, after students’ SES and school SES have been considered? After controlling for the influence of socio-economic factors, results revealed variations across schools; consequently, schools can make a difference in students’ academic achievement.

QUESTION 4: Is the relationship between student reading performance and
socio-economic status weaker in low SES backgrounds? Such was the case in OECD countries. However, in non-OECD countries, it was noted that the relationship between SES and reading performance was stronger in high SES backgrounds.

QUESTION 5: Do socio-economic gradients converge with school profiles in high SES backgrounds? The best performing schools were those supporting and encouraging the academic achievement of students from low SES backgrounds. This trend was also observed across countries. Therefore, it appeared that high performance schools were also the fairest.

QUESTION 6: Are there school composition (mean SES) effects on
student academic achievement? In all the countries studied, it was observed that the mean school SES was influencing academic outcomes far more than student SES. Heterogeneous school composition might encourage the academic achievement of low SES students.

QUESTION 7: Do schools with more homogeneous intakes have better average performance? Schools with homogeneous SSE intakes tend to fare slightly better than schools with heterogeneous SSE intakes. However, this difference is very small and not significant in educational terms, and it does not justify implementing policies aimed at increasing school homogeneity.

QUESTION 8: Is the variation within and among schools attributable to levels of school resources and to school and classroom policy and practice? The effect of SES on reading performance was mediated by school factors. Teachers’ level of experience, climate (discipline) and parental support were among the most significant. Conversely, the reduction of the student-to-staff teaching ratio did not appear to mitigate the relationship between SES and reading performance.

QUESTION 9: Do school resources, along with policies and practices implemented at school differ in their effects in rural and urban schools? It appeared that material resources better explained differences in performance between sectors (urban and rural), while policies and practices provided a better explanation of the differences in performance among schools within the same sector.

QUESTION 10: Do school systems with less socio-economic segregation have better performance and fewer inequalities? The countries with a high level of SES segregation were those with poorer levels of academic performance and greater disparities in the academic performance of privileged and underprivileged students.

Links :
http://www.uis.unesco.org/

Key Words :
Socio-economic Status, Educational System Equity, Educational Segregation, PISA, PIRLS, Indicators, Statistical Models, Reading, School Effect, School Composition, Rural Area, Urban Area, Newsletter6

Monitored Countries :
International