Differences between students’ PISA reading literacy scores and grading for mother tongue and literature at school: A geostatistical analysis of the Finnish PISA 2009 data

Harju-Luukkainen, Heidi; Vettenranta, Jouni; Ouakrim-Soivio, Najat; Bernelius, Venla

doi:10.3402/edui.v7.29413

Cited by 25 publications

(19 citation statements)

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“…The Finnish educational system strives for equality and equity in education for all. Despite this strive, there is still significant variance in socio-economic variables as well as in educational outcomes in mathematical, scientific and reading literacy across the country, as evidenced in previous PISA studies (Harju-Luukkainen and Vettenranta 2013; Vettenranta and arju-Luukkainen 2013;Harju-Luukkainen et al 2014;Vettenranta 2015;Harju-Luukkainen et al 2016). However, we do not have any previous studies that would shed a light in which areas the parental-related variables and child's early skills have a clear effect on students later educational outcome and where the effect is minimal.…”

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confidence: 97%

“…The results are presented with the help of a geostatistical method called Kriging. This method offers a relatively new way of illustrating spatial distributions of educational variables and enables, for instance, related analyses of regional variation (Harju-Luukkainen and Vettenranta 2013; Vettenranta and arju-Luukkainen 2013;Harju-Luukkainen et al 2014;Vettenranta 2015;Harju-Luukkainen et al 2016).…”

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confidence: 99%

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Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Harju-Luukkainen

Vettenranta

Wang

et al. 2020

Large-scale Assess Educ

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Learning should not be hindered or restricted in any way even if a child comes from a poor family, has an immigrant background, is raised by a single parent or has limited resources at home. This is something that most of today's successful educational systems have understood, and the different systems have found various ways to allocate resources so as to level the playing field (OECD 2016). In this paper we take a closer look at the family related background factors, parental perception of student's early skills and their connection to student's later educational outcome. Important factors affecting children's educational outcomes across the world include family's socioeconomic and cultural status (Authors 2014; Yamamoto and Holloway 2010) and how parents are involved in their child's education (Christenson 2004; Fantuzzo et al. 2000), but also what type of expectations the families have towards their child (Siraj-Blatchford 2010). Further, parents provide their child with a broad mathematical and early literacy input. What type of an input this is, is of importance, since early years mathematical knowledge is clearly Abstract Family-related factors, like parent's educational level, their values and expectations have a significant impact on child's early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socioeconomic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child's early skills and student's later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that familyrelated background variables have different effects on child's later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in 'levelling the playing field' for children and minimising the effect of family related variables on educational outcomes than others.

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confidence: 97%

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confidence: 99%

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Harju-Luukkainen

Vettenranta

Wang

et al. 2020

Large-scale Assess Educ

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“…Thus, it is possible that in some regions, teachers are more inclined to compare children relative to each other, which could amplify the eect. However, the ndings of Harju-Luukkainen et al (2016) seem to contradict this hypotheses.…”

Section: Heterogeneous Eectsmentioning

confidence: 87%

“…As I explained briey in section 3, when comprehensive school was established, teachers were guided to base grading on relative comparisons. The regime was later ocially abolished, but there is evidence suggesting that teachers are still comparing students within the class (Harju-Luukkainen et al, 2016). In addition, since there are no national exams at the end of comprehensive school, teachers have much freedom in assessment.…”

Section: Heterogeneous Eectsmentioning

confidence: 99%

The Effects of Relative School Starting Age on Educational Outcomes in Finland

Kaila

2017

SSRN Journal

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In Finland, children start school during the calendar year they turn seven years old. This creates a discontinuous jump in school starting age. Children born after New Year are on average one year older at the beginning of first grade than the children born before New Year. There exists a rich literature which uses school entry rules like this to study the effects of relative school starting age on various outcomes. This thesis investigates how the relative age difference affects educational outcomes in Finland.The primary data source of this thesis is the joint application register of the Finnish National Board of Education. The sample includes individuals who have applied to upper secondary school during the year they have graduated from comprehensive school between years 1991-2007. Furthermore, the individuals are linked to the Finnish Longitudinal Employer-Employee database. My main outcome variables are the grade point average (GPA) at the end of comprehensive school, and the probability of admittance and graduation from general upper secondary school. I utilize a regression discontinuity design to study whether the discontinuous jump in the school starting age at turn of the year affects these educational outcomes. I estimate the effect in window of ±30 days around new year.I find that the school starting age law generates a significant jump in the school starting age at the turn of the year, which in turn affects educational outcomes. According to my results, those who are born just after new year have on average a 0.15 grade points higher GPA and are significantly more likely to be admitted to and graduate from general upper secondary school. School starting rule is not completely binding. To take this into account, I use a fuzzy regression discontinuity design and show that the estimates on compliers are higher. The findings may be taken as a causal effect of relative school starting age. To support this, I show that the density of assignment variable and various background variables evolve continuously in the vicinity of New Year. Finally, I study heterogeneity in the results and find that the effect is significantly stronger for women than men. My results indicate that the magnitude of relative school starting age effect is similar to what has been found in other countries. This contradicts previous studies on Finland, which document smaller effects.There are three mechanisms which may explain the difference. Firstly, the deviation may arise from the optimal school starting age. Secondly, the gaps may be caused by peer effects and, lastly, relatively older children may perform better since they take the exams at an older age. I cannot distinguish between the different channels, and hence my results should be taken as a combined effect of all mechanisms. Suomessa opintovelvollisuus alkaa sinä vuonna kun lapsi täyttää seitsemän vuotta. Tästä seuraa se, että alkuvuodesta syntyneet lapset aloittavat koulun keskimäärin vuoden vanhempana kuin loppuvuodesta syntyneet. Sitä miten tämänkaltainen suhtee...

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“…According to UNESCO, Indonesia's literacy rate is now high at around 95 percent, however, other educational indicators illustrate fallen well short of the 'internationally competitive' system; the quality of research and teaching in Indonesia's higher education system [19]. So, this phenomenon could lead to a major issue of the effectiveness of the 2013 curriculum implementation.…”

Section: Indonesia's Education Systemmentioning

confidence: 99%

High-Level Comprehension Skill by using Competencies PISA in Indonesia's Education System

Sahyar¹,

Bunawan²,

Rangkuti³

et al. 2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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The Programme for International Student Assessment (PISA) is an assessment of global competency in education that leads to adoption and development of sophisticated to equip next-generation for success in education and produce the world-renowned tech entrepreneurs. Asian countries dominate the top of the PISA rankings with the strongest performance than all regions in the OECD country. However, a reverse trend is observed in ASEAN middle-income countries because of disparities in access to basic education, particularly between rural and urban area, and also in teacher qualifications and quality of curricula. Indonesia is one of the countries facing this problem. The latest PISA report shows science education in Indonesian claims the 0.8 % of share top performers in at least one subject, which science, literacy and math. Indonesia's average ranking across the three subjects is 69th out of 79 countries PISA. This score is lower than Singapore, 1st rank in applied PISA to education system in world. In consequent of the current curriculum system does not accustom students to works on a problem that can encourage, stimulate, and analyse a problem using high-level comprehension skill. So, these problems require further analysis by finding a solution to the problem involves constructing system, knowledge, and competencies that will transform the current curriculum to reach the aims of PISA.

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Differences between students’ PISA reading literacy scores and grading for mother tongue and literature at school: A geostatistical analysis of the Finnish PISA 2009 data

Cited by 25 publications

References 7 publications

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

The Effects of Relative School Starting Age on Educational Outcomes in Finland

High-Level Comprehension Skill by using Competencies PISA in Indonesia's Education System

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