Countries Strive Towards More Quality and Equity in Education: Do They Show Success or Failure? Evidence from TIMSS 2003 and 2011, for Grade 4

Damme, Jan Van; Bellens, Kim

doi:10.1007/978-3-319-43473-5_7

Cited by 15 publications

(6 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even if students are given the same opportunities inside the schools, not all students will manage to develop their talents since different hidden mechanisms in the society, as well as differences in their home learning environment, are likely to affect their progress (Lim, 2013). Based on these critiques of the meritocratic view, the egalitarian vision has evolved as the mainstream view of equity, which implies that the main responsibility to achieve equity should be placed on society Van Damme & Bellens, 2017). In the case of education, national/state agencies and schools/teachers are expected to provide further support to those socially disadvantaged groups of students (based on their background characteristics such as SES, gender, and ethnicity) in order to ensure that differences in their learning outcomes are substantially reduced (Kelly, 2012;OECD, 2012).…”

Section: Introductionmentioning

confidence: 99%

Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity

Kyriakidēs

Creemers

Charalambous

2018

School Effectiveness and School Improvement

View full text Add to dashboard Cite

This paper argues that research on differential teacher and school effectiveness can be used to explore the relation between quality and equity in education. The results of secondary analyses of 2 studies concerned with effectiveness in different phases of schooling (pre-primary and primary education) are presented. These secondary analyses reveal that the socioeconomic gap in student achievement in each of the 2 core subjects (mathematics and language) tends to be smaller in classrooms and schools that are more effective than others in promoting student learning outcomes (after controlling for prior achievement, socioeconomic status, and gender). Such a relation was not identified when searching for differential teacher and school effectiveness in terms of gender. Implications for research on promoting quality and equity are drawn.

show abstract

Section: Introductionmentioning

confidence: 99%

Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity

Kyriakidēs

Creemers

Charalambous

2018

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…There is recent renewed interest in analyzing the temporal trends in educational inequalities (OECD, 2018;Chmielewski, 2019). This interest coincides with countries increasingly striving to achieve not just quality outcomes but also fullfil equality goals (Damme & Bellens, 2017), with some arguing that the two may even be in opposition (Gamoran & Mare, 1989;Okun, 2015). Numerous past studies have improved our understanding of the trends in inequality as reviewed below.…”

Section: Are Schools Becoming More Unequal? Insights From Exploratory...mentioning

confidence: 99%

Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019

Ali,

Ow-Yeong,

Tilley

2024

Studies in Educational Evaluation

View full text Add to dashboard Cite

“…That worsens educational equality. Currently, between the elitist tradition of education and equality, there is a voice that regards equality as the core value of educational equity (Nachbauer & Kyriakides, 2020;Van Damme & Bellens, 2017). However, it is worth being wary that practices conducive to equality may harm the quality of education.…”

Section: Educational Practice Of Balancing Equality and Qualitymentioning

confidence: 99%

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Tao

Jin

et al. 2023

JBSE

View full text Add to dashboard Cite

Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. Keywords: disadvantaged students, educational equity, equality in education, inequality in education, science education

show abstract

Countries Strive Towards More Quality and Equity in Education: Do They Show Success or Failure? Evidence from TIMSS 2003 and 2011, for Grade 4

Cited by 15 publications

References 30 publications

Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity

Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity

Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Contact Info

Product

Resources

About