Explaining urban–rural differences in educational achievement in Thailand: Evidence from PISA literacy data

Abstract

Test (O-NET) is conducted by theNational Institute of Educational Testing Services (NIET). Students at grade 6, 9 and 12 participate in the test. Eight subject areas are assessed:(1) Thai language, (2) mathematics, (3) science, (4) social science, religion and culture, (5) health and physical education, (6) art, (7) career and technology and (8) foreign languages.2 Trends in International Mathematics and Science Study.

Las diferencias en las calificaciones entre estudiantes primarios según la situación de pobreza de cada cual: Análisis de descomposición para 17 países de América Latina y del Caribe

“…Este uso del análisis de descomposición es el más común de los aplicados. El nexo entre la literatura sobre función de producción educativa y análisis de descomposición se encuentra claramente desarrollado en Lounkaew (2013), quien analiza la brecha de logros entre los estudiantes en las áreas urbanas y rurales, estimando una función de producción de educación para los estudiantes en diferentes puntos a lo largo de las distribuciones de logro y aplica luego una descomposición tipo Blinder-Oaxaca. Puede verse en este estudio cómo el efecto de las características de la escuela sobre los logros de los estudiantes varía a lo largo de la distribución de calificaciones.…”

The way to early childhood education equity - policies to tackle the urban-rural disparities in China

“…From the point of economics, it is wiser to invest in ECE than invest in later educational stages (Heckman 2011). Another study shows that in developing countries, in order to narrow the gap between urban and rural disadvantaged children, the government's financial investment and funding is essential (Lounkaew 2013). However, in China, ECE expenditure only accounted for about 1.3% of the public education expenditure during the past years (Hong and Pang 2009).…”

Uncertainty and Sensitivity Analyses of PISA Efficiency: Distance Based Analysis Approach

“…According to Lounkaew [27], the differences in achievements between urban and rural students can be explained by intangible and immeasurable school characteristics. The impact of a student's family as well as school particular influences on student achievements are features that vary along the test achievement distributions [27]. However, so far PISA has been the only international assessment to incorporate the measures of multiple components in order to measure educational performance [24].…”