Decomposing achievement gaps among OECD countries

Zhang, Liang; Lee, Kristen A.

doi:10.1007/s12564-011-9151-3

Cited by 21 publications

(13 citation statements)

References 34 publications

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“…Maybe there are also reverse effects of number of books on education, but only as number of books in former times such as in youth or during studying (intergenerational effect). A very strong effect of number of books was found by Zhang and Lee (2011) in their reanalysis of Programme for International Student Assessment (PISA) 2006 data. 3.…”

Section: Possible Limitations and Recommendations For Further Researchmentioning

confidence: 99%

Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

Rindermann

Ceci

2018

Journal for the Education of the Gifted

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Section: Possible Limitations and Recommendations For Further Researchmentioning

confidence: 99%

Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

Rindermann

Ceci

2018

Journal for the Education of the Gifted

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“…The achievement gap measures the difference of performance between groups of students that share some characteristics. Achievement gaps between ethnic groups as estimated through formal assessments exist in several countries but the gap size is not consistent across countries and groups [11,12,13,14]. In this paper, we study the Brazilian context by analyzing data of a national exam performed in 2014.…”

Section: Discussionmentioning

confidence: 99%

“…Much attention has been given to achievement gaps between male and female, low- and high-income, and white and non-white students [9,10]. In particular, achievement gaps between ethnic groups, as estimated through formal examinations, exist in several countries but the gap size is not consistent across countries and ethnic groups [11,12,13,14]. Such gap analysis should not be used to stigmatize groups but to better understand needs and to develop target interventions and policies, aiming to improve education of group members and consequently homogenize performance of the entire population to higher levels.…”

Section: Introductionmentioning

confidence: 99%

Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Rocha

Nascimento

2019

J. Intell.

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Achievement gaps refer to the difference in the performance on assessments of students belonging to different social groups. Achievement gaps between ethnic groups have been observed in countries with heterogeneous populations. In this paper, achievement gaps between ethnic populations in Brazil were analyzed by studying the performance of a large cohort of senior high-school students in a standardized national exam. Ethnic groups were stratified by Brazilian states and socio-economic variables to homogeneize the groups, and the analyses focused on the disciplines of mathematics and writing that involve different cognitive functions. A Welch’s t-test analysis was performed and key socio-economic variables that may explain the gaps were studied. The results show that gaps between ethnic groups of students living in low-income households were either statistically insignificant or small (2– 6 % ) if statistically significant. Larger gaps however were observed for students coming from high-income families in some contexts. Although parental education was associated with higher performance, it may either increase, decrease or maintain the gaps between White and Black, and between White and Pardo students. Our results support that socio-economic variables, linked to historical developments, have an impact on student’s performance irrespective of ethnic background, resulting on little to no influence on group performance when students are exposed to similar cultural and economic contexts.

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“…Finally, some researchers applied decomposition methods in educational outcomes, including Ammermueller (2007), Baird (2012), Burger (2011), Ramos, Duque, andNieto (2012), and Zhang and Lee (2011).…”

Section: Contextmentioning

confidence: 99%

Educational outcomes and socioeconomic status: A decomposition analysis for middle-income countries

Nieto

Ramos

2015

Prospects

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This article analyzes the factors that explain the gap in educational outcomes between the top and bottom quartile of students in different countries, according to their socioeconomic status. To do so, it uses PISA microdata for 10 middle-income and 2 high-income countries, and applies the Oaxaca-Blinder decomposition method. Its results show that students' individual variables only explain differences in high-income countries; meanwhile, school and teacher quality, and better practices, matter even in different institutional settings. From a policy perspective, this evidence supports actions to improve school and teacher quality in order to reduce cross-country differences and differences between students at the top and bottom of socioeconomic distribution. Asia (Indonesia and Thailand), and Latin America (Brazil and Mexico). We also include two high-income countries in Western Europe (the Netherlands and the United Kingdom) to compare the possible differences in students' outcomes between middleand high-income countries-an issue widely considered in the literature since Heyneman and Loxley's (1983) seminal study. Although PISA surveys provide data for many countries, we focus on this small sample of economies because they are representative of areas with divergent societies and educational systems, which scholars have rarely studied from this perspective. KeywordsWe find that although important differences exist in students' socioeconomic status between high-and middle-income countries, the factors that explain differences in educational outcomes within countries are quite similar. Applying the OaxacaBlinder decomposition method, we suggest that school variables are the most important factor in learning outcomes amongst students of different socioeconomic status.Likewise, variables related to teacher quality are important in most countries, but the effect of these variables is quite small compared to that of school variables. 3 ContextMost researchers on the determinants of student outcomes agree that parents' characteristics are the most important predictors of success at school (Coleman et al. 1966;Feinstein and Symons 1999;Haveman and Wolfe 1995). That is, the higher the family's socioeconomic level, the better the student does educationally. However, as we mentioned above, family socioeconomic status affects student performance in different ways. Moreover, it is not the only factor that does so: individual, school, and teacher (2004), report no effect of school type on student outcomes. Likewise, the effect that school size has on student outcomes is unclear. While Barnett, Glass, Snowdon, and Stringer (2002) (2000) and Krueger (2003) found that students perform better in small classes, while Hanushek (2003) and Rivkin, Hanushek, and Kain (2005) did not 4 find the variable had any statistically significant effect on students' educational outcomes. Boarini and Lüdemann (2009) analyzed the impact of school accountability, school autonomy, and spending on the quality of learning. They found evidence ...

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Decomposing achievement gaps among OECD countries

Cited by 21 publications

References 34 publications

Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Educational outcomes and socioeconomic status: A decomposition analysis for middle-income countries

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