Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018

Trinidad, Jose Eos; King, Ronnel B.

doi:10.1007/s10671-021-09307-8

Cited by 5 publications

(3 citation statements)

References 64 publications

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“…There is only one variable related to school-level tracking in the PISA dataset. This variable has been used in prior studies using PISA data investigating the effects of tracking, such as in Cordero et al [ 27 ] and in Trinidad and King [ 28 ]. The tracking variable was obtained based on a school-level item from the principal questionnaire that asked how classes at the school are grouped by ability.…”

Section: Methodsmentioning

confidence: 99%

Are teachers meeting students’ needs in untracked science classrooms? Evidence based on a causal inferential approach

Ho,

Seltzer,

Jeon

2024

PLoS ONE

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Tracking has been criticized for relegating disadvantaged students to lower track courses in which students encounter a greater lack of instructional support. While an end to tracks through detracking is a possible solution, there are concerns that detracking will create more heterogeneous classrooms, making it harder for teachers to provide adequate support to their students. Using the 2015 PISA dataset, this study conducts a causal inferential analysis to understand the differences in student perceptions of teaching in tracked and untracked environments. The results provide evidence that students’ needs, with respect to adaptation of instruction and provision of individualized feedback and support, are being met to the same extent on average in tracked and untracked science classes, suggesting that teachers may not necessarily have a harder time meeting the needs of students in untracked classes.

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Section: Methodsmentioning

confidence: 99%

Are teachers meeting students’ needs in untracked science classrooms? Evidence based on a causal inferential approach

Ho,

Seltzer,

Jeon

2024

PLoS ONE

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“…So weist die Studienlage darauf hin, dass Leistungsgruppierungen mit größeren Bildungsungleichheiten im Sinne größerer Leistungsstreuung (u. a. Hanushek & Wößmann, 2006;Trinidad & King, 2022) und mit größeren sozialen Disparitäten im Kompetenzerwerb verbunden sind (Maaz et al, 2008;Schofield, 2010).…”

Section: Die Leistungsgruppen In Der Hauptschule -Intendierte Und Nic...unclassified

10 Jahre Regelschule – die (Neue) Mittelschule

2024

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Dieser Sammelband bietet eine tiefgreifende Analyse der Reform der Neuen Mittelschule (NMS) in Österreich. Zehn Jahre nach ihrer Einführung als Regelschule werden die Entwicklungen, Herausforderungen und Errungenschaften dieser Reform reflektiert. Der Band leistet einen wichtigen Beitrag, bestehende Forschungslücken zu schließen bzw. auf aktuelle Desiderate hinzuweisen. Von der Entstehungsgeschichte über die konkrete Bearbeitung und Rezeption zentraler Reformbausteine bis hin zu Fragen der Inklusion und Schulqualität werden verschiedene Aspekte beleuchtet. Diese vielschichtige Analyse liefert wichtige Impulse für die weitere Entwicklung des österreichischen Bildungssystems und bietet die Möglichkeit, tiefere Einblicke in eine systemweite Reformausrollung zu erhalten.

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“…The practice of categorising primary school children according to attainment tests is common in high and low-income countries alike (Agnich & Miyazaki, 2013;Trinidad & King, 2022). In the 1940s and 1950s, differences in attainment in the 3Rs (reading, 'riting and 'rithmetic) were also emphasised in English primary schools (Hallam et al, 2003).…”

Section: Policy Context Perpetuating Status Subordination Among Some ...mentioning

confidence: 99%

Children who experience misrecognition in primary education: A social justice perspective

Hargreaves,

Quick,

Buchanan

2024

British Educational Res J

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Our research constructed school life histories with 23 ‘lower‐attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low‐attaining children experience misrecognition. Our results indicate how lower‐attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.

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Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018

Cited by 5 publications

References 64 publications

Are teachers meeting students’ needs in untracked science classrooms? Evidence based on a causal inferential approach

Are teachers meeting students’ needs in untracked science classrooms? Evidence based on a causal inferential approach

10 Jahre Regelschule – die (Neue) Mittelschule

Children who experience misrecognition in primary education: A social justice perspective

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