Educational Systems and Gender Differences in Reading: A Comparative Multilevel Analysis

Hek, Margriet van; Buchmann, Claudia; Kraaykamp, Gerbert

doi:10.1093/esr/jcy054

Cited by 50 publications

(34 citation statements)

References 34 publications

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“…the use of national examinations and the higher uniformity in time devoted to various mathematics topics) is linked to a reduced gender gap in mathematics test scores. An apparently different conclusion is reached for reading performance by Van Hek, Buchmann, and Kraaykamp (2019). They demonstrate that a higher degree of standardisation is associated with a larger gender gap (favouring girls) in reading achievement.…”

Section: Theoretical Background and Related Literaturementioning

confidence: 81%

“…The empirical evidence largely confirms that early tracking strengthens the influence of parental background on students' educational achievement, as tracking has a detrimental effect on low-achievers (Hanushek and Woessmann 2006;Schütz, Ursprung, and Woessmann 2008;Bol and van de Werfhorst 2013;Lavrijsen and Nicaise 2015). At the same time, in tracking regimes boys tend to be more often placed in lower tracks than girls (Van Hek, Buchmann, and Kraaykamp 2019). This gender inequality in track placement may hinder the educational performance of boys through different mechanisms (Van Hek, Buchmann, and Kraaykamp 2019).…”

Section: Theoretical Background and Related Literaturementioning

confidence: 82%

“…Hence, both studies suggest that standardisation provides relative benefits for girls. Van Hek, Buchmann, and Kraaykamp (2019) also explored the relationship between the gender achievement gap and early tracking in the cross-country context. She found that the gender gap in reading scores is smaller in countries that track students at an early age, i.e.…”

Section: Theoretical Background and Related Literaturementioning

confidence: 99%

“…This gender inequality in track placement may hinder the educational performance of boys through different mechanisms (Van Hek, Buchmann, and Kraaykamp 2019). One such mechanism is that classroom homogeneity may hamper achievement in lower tracks (Huang 2009;Van Hek, Buchmann, and Kraaykamp 2019). Another mechanism that may hinder boys' performance is related to the prevailing school norms that differ between school tracks.…”

Section: Theoretical Background and Related Literaturementioning

confidence: 99%

“…Higher degrees of standardisation and integration in the education system were found to be associated with a higher relative performance by girls (Ayalon and Livneh 2013;Van Langen, Bosker, and Dekkers 2006). At the same time, early tracking seems to benefit boys (Van Hek, Buchmann, and Kraaykamp 2019;Bedard and Cho 2010). Altogether, prior evidence is scarce, and confined to a limited set of educational institutions.…”

Section: Introductionmentioning

confidence: 97%

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Educational policies and the gender gap in test scores: a cross-country analysis

Hermann

Kopasz

2019

Research Papers in Education

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Girls tend to outperform boys in reading tests, while they usually lag behind boys in mathematics. However, the size of the gender gap varies to a great extent between countries. While the existing figliterature explains these differences as being mainly due to cultural factors, this paper explores whether this cross-country variation is related to educational policies like tracking, grade retention, and individualised teaching practices. The gender test score gap is analysed in mathematics, reading and science using the PISA 2012 dataset. Multilevel models are used in the estimation. The results suggest that the extent of the gender gap is indeed associated with certain characteristics of the various education systems. First, applying a difference-in-differences estimation method, it was found that early tracking has a direct effect on the gender gap in test scores, in favour of girls. Second, suggestive evidence shows that more student-oriented teaching practices also benefit girls relative to boys, both between and within countries, and within schools. Finally, grade retention is correlated with the gender gap, though there is further evidence suggesting that this correlation is very unlikely to represent a causal effect. ARTICLE HISTORY

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Section: Theoretical Background and Related Literaturementioning

confidence: 81%

Section: Theoretical Background and Related Literaturementioning

confidence: 82%

Section: Theoretical Background and Related Literaturementioning

confidence: 99%

Section: Theoretical Background and Related Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 3 more Smart Citations

Educational policies and the gender gap in test scores: a cross-country analysis

Hermann

Kopasz

2019

Research Papers in Education

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The evolution of socio‐economic disparities in literacy skills from age 15 to age 27 in 20 countries

Borgonovi

Pokropek

2021

British Educational Res J

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This study contributes to the literature by examining the evolution of socio‐economic disparities in literacy skills between age 15 and 27. It uses combined cross‐sectional data from the Programme for International Student Assessment and the Programme for the International Assessment of Adult Competencies in 20 countries and adopts a synthetic cohort approach. In the article we examine if there are differences in the evolution of socio‐economic disparities in literacy between the teenage years and young adulthood among high‐achieving students (90th percentile) and among low‐achieving students (10th percentile) and compare differences across education systems. We used parental education as an indicator of socio‐economic status. Findings indicate that on average, disparities in literacy skills observed at age 15 widen by 15% of a standard deviation by age 27. Such increase is determined by a more pronounced growth in achievement among individuals with tertiary educated parents than among individuals whose parents did not complete tertiary education. The increase in socio‐economic gaps between age 15 and 27 is more pronounced among low‐achieving students. The group that improves the most between age 15 and 27 is low‐achieving individuals with tertiary educated parents. We find that socio‐economic differences in educational attainment, NEET status and use of skills at home and in the workplace explain a large part of socio‐economic disparities in literacy achievement among young adults. Although countries with above‐average disparities at age 15 tend to also display above‐average disparities at age 27, we identify differences across countries.

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What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

Mejía‐Rodríguez

Kyriakidēs

2022

Review of Education

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Meta‐analysis comprises a powerful tool for synthesising prior research and empirically validating theoretical frameworks. Using this tool and two recent multilevel models of educational effectiveness as guiding frameworks, this paper synthesises the results of 195 studies investigating the association between system‐level characteristics and student learning outcomes. Results show a broad range of system‐level factors studied in the international literature, which could be grouped into the three categories used in the integrated multilevel model of education: antecedents determined by the larger societal context, including factors such as level of development, inequality and societal values; system ecology and structural reform, covering factors such as decentralisation, accountability and stratification; and direct educational policies, including financial resources, time resources and variables related to teacher training and qualifications. Results highlight the importance of the larger context in which educational systems operate, as well as the need for further research looking at actual educational policies. Further analyses provide support for a generic effect of system‐level factors, regardless of the educational level or subject domain assessed. However, results show variation in terms of methodological choices, such as the number of levels used in the analysis. Based on these results, implications for theory, research, and policy are drawn.

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Educational Systems and Gender Differences in Reading: A Comparative Multilevel Analysis

Cited by 50 publications

References 34 publications

Educational policies and the gender gap in test scores: a cross-country analysis

Educational policies and the gender gap in test scores: a cross-country analysis

The evolution of socio‐economic disparities in literacy skills from age 15 to age 27 in 20 countries

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

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