A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth

Komatsu, Hirokazu; Rappleye, Jeremy

doi:10.1080/03050068.2017.1300008

Cited by 112 publications

(52 citation statements)

References 31 publications

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“…Hanushek, Woessmann, PISA, and economic growth." (Komatsu & Rappleye, 2017). The authors have used exactly the same data, and come to completely different results.…”

Section: Pisa and Human Capital Productionmentioning

confidence: 99%

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The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

Sjøberg

2018

NorDiNa

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Since publication of the first PISA results in 2001, the PISA scores have become a kind of global “gold standard” for educational quality. Climbing on the international PISA rankings have become a high priority for national educational policies world-wide, also in the Nordic countries. This article first explores why and how the OECD, with PISA as the main instrument, has emerged as the key defining organization for educational quality and policy. Some of the underlying assumptions, ideologies and values are critiqued. Secondly, the article draws attention to PISA findings that are surprising, unexpected and problematic. The most problematic finding for science education is that PISA-scores correlate negatively with nearly all aspects of inquiry-based science teaching (IBSE), the kind of teaching that is recommended by scientists as well as science educators.

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“…Hanushek, Woessmann, PISA, and economic growth." (Komatsu & Rappleye, 2017). The authors have used exactly the same data, and come to completely different results.…”

Section: Pisa and Human Capital Productionmentioning

confidence: 99%

“…They end the article by stating that "Our intent is to contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics". (Komatsu & Rappleye, 2017).…”

Section: Pisa and Human Capital Productionmentioning

confidence: 99%

The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

Sjøberg

2018

NorDiNa

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“…The two other data sets also show a similar decline in the mean time for out‐of‐school learning, despite the differences in the sampling strategy (Figure ). When pooling all data derived during 1980–2000, the slope of the regression line ( R 2 = 0.759) determined using the least‐squares method was −13.5 minutes per 10 years with 95% bootstrapping confidence interval (Diadonis & Efron, ; Komatsu & Rappleye, ,b) between −15.9 and −11.5 minutes per 10 years. Here, it is valid to conclude that time spent on out‐of‐school learning by Japanese students has declined since 1980.…”

Section: Resultsmentioning

confidence: 99%

Is exam hell the cause of high academic achievement in East Asia? The case of Japan and the case for transcending stereotypes

Komatsu

Rappleye

2018

British Educational Res J

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High student achievement across East Asia is often explained as an outcome of highly competitive, stress‐inducing college entrance exams across the region. This ‘exam hell’ drives students to study longer and harder than their peers worldwide, a race that leads—unsurprisingly—to higher marks in international comparisons such as the Programme for International Student Assessment (PISA). Yet, the race comes at a considerable cost: psychological pressure, forfeited childhoods, regimes of rote memorisation, lack of creativity and private outlays for cram schools. In this article, we seek to refute this outdated narrative by focusing on changes in Japanese education over the past three decades. We first analyse quantitative data for learning time based on three longitudinal surveys conducted by researchers in Japan to show that learning time for Japanese upper secondary students declined during 1980–2000 (Study 1). We then turn to analyse PISA 2015 data to show that now Japanese students study less than their peers in major Anglo‐American countries: the USA, the UK and Australia (Study 2). These findings run counter to well‐worn images frequently rehearsed in both the academic and popular literature. In helping to remove one of the most persistent stereotypes about East Asian education, we seek to help make visible other explanations for East Asian student achievement.

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“…(Hanushek & Woessman, 2015), including the OECD (Addey & Sellar, 2018). This book and other recent research (Komatsu & Rappleye, 2017) makes it clear that there is no association between scores on an international assessment and economic growth. This set of questions is an impressive and useful start, which should help everyone realize that "even under the very best circumstances, PISA is, by definition, an assessment in select content areas (intentionally divorced from curriculum) that is administered on a single day to a sample of 15-year-olds that are enrolled in school.…”

mentioning

confidence: 99%

Review of The global education race: Taking the measure of PISA and international testing

Smith

2017

edrev

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A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth

Cited by 112 publications

References 31 publications

The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

Is exam hell the cause of high academic achievement in East Asia? The case of Japan and the case for transcending stereotypes

Review of The global education race: Taking the measure of PISA and international testing

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