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  • 1
    Online Resource
    Online Resource
    The Impact of the 1999 Education Reform in Poland (2010)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (32 p)
    Edition: 2010 World Bank eLibrary
    Parallel Title: Jakubowski, Maciej The Impact of the 1999 Education Reform in Poland
    Abstract: Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, perhaps nowhere more so than in formerly socialist countries. The transition, however, led to significant restructuring of school systems, including a declining share of vocational students. Exposing more students to a general curriculum could improve academic abilities. This paper analyzes Poland’s significant improvement in international achievement tests and the restructuring of the education system that expanded general schooling to test the hypothesis that delayed vocational streaming improves outcomes. Using propensity score matching and differences-in-differences estimates, the authors show that delayed vocationalization had a positive and significant impact on student performance on the order of one standard deviation
    DOI: 10.1596/1813-9450-5263
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Book
    Book
    The Polish-Lithuanian border region : research problems and scientific co-operation (1997)
    Warsaw
    Associated volumes
    Details
    Language: English
    Pages: 209 S. , graph. Darst., Kt.
    Series Statement: Geopolitical Studies 2
    Series Statement: Geopolitical studies
    DDC: 304.609438
    RVK:
    RL 80912
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    Book
    HeBIS
  • 3
    Online Resource
    Online Resource
    capturing the Educational and Economic Impacts of School Closures in Poland (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (11 pages)
    Parallel Title: Erscheint auch als Gajderowicz, Tomasz capturing the Educational and Economic Impacts of School Closures in Poland
    Keywords: COVID-19 Impact On Education ; COVID-19 Learning Loss ; Economic Impact of Learning Loss ; Economic Theory and Research ; Economics of Education ; Education ; Education Indicators and Statistics ; Macroeconomics and Economic Growth ; Primary Education ; School Closures ; Secondary Education
    Abstract: The effect of school closures in the spring of 2020 on the math, science, and reading skills of secondary school students in Poland is estimated. The COVID-19-induced school closures lasted 26 weeks in Poland, one of Europe's longest periods of shutdown. Comparison of the learning outcomes with pre- and post-COVID-19 samples shows that the learning loss was equal to more than one year of study. Assuming a 45-year working life of the total affected population, the economic loss in future student earnings may amount to 7.2 percent of Poland's gross domestic product
    DOI: 10.1596/1813-9450-10253
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Evaluation of Educational Loss in Europe and Central Asia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (21 pages)
    Parallel Title: Erscheint auch als Patrinos, Harry Anthony Evaluation of Educational Loss in Europe and Central Asia
    Keywords: COVID-19 Impact ; Education Indicators and Statistics ; Health, Nutrition and Population ; Learning Inequity ; Learning Loss ; Low Achieving Students ; Mental Health ; Primary Education ; Reading Achievement Loss ; Student Achievement
    Abstract: To what extent has the learning progress of school-aged children slowed during the COVID-19 pandemic? A pre-registered analysis of the first international assessment to be published since the pandemic is conducted to estimate the impact of COVID-19 on student reading. The effect of closures on achievement is modeled by predicting the deviation of the most recent results from a linear trend in reading achievement using data from all rounds using data from 28 countries in Europe and Central Asia. Reading scores declined by an average of 20 percent of a standard deviation, equivalent to just less than a year of schooling. Losses are significantly larger for students in schools that faced relatively longer closures. While there are no significant differences by sex, it is shown that lower-achieving students experienced much larger losses
    DOI: 10.1596/1813-9450-10542
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Analysis of the Predictive Power of PISA Test Items (2013)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (46 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.87
    Keywords: Education
    Abstract: The predictive power of the PISA test items for future student success is examined based on data from the Longitudinal Surveys of Australian Youth (LSAY) for the PISA 2003 cohort. This working paper analyses how students’ responses to mathematics and problem-solving items in PISA 2003 are related to the students’ qualifications in education in 2007 and 2010. The results show that items do differ in their predictive power, depending on some of their deep qualities. PISA mathematics and problem-solving items are grouped into various classifications according to their qualities. This paper proposes 16 new classifications of items. Among mathematics-specific item classifications, two are found to be significantly related to future student success: those that assess knowledge, understanding, and application of statistics; and those related to rates, ratios, proportions, and/or percent. These items frequently require students to apply common mathematical concepts to solve multi-step, non-routine problems, think flexibly, and understand and interpret information presented in an unfamiliar format or context. Among classifications that are not specific to mathematics, items that were classified as using reverse or flexible thinking are found to be related to student qualifications in both mathematics and problem solving. These items require students to be able to think through a solution at various points during the problem-solving process, not just at the start.
    DOI: 10.1787/5k4bx47268g5-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Analysis of PISA 2006 Preferred Items Ranking Using the Percent-Correct Method (2010)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 24 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.46
    Keywords: Education
    Abstract: This paper uses an approximate average percent-correct methodology to compare the ranks that would be obtained for PISA 2006 countries if the rankings had been derived from items judged by each country to be of highest priority for inclusion. The results reported show a remarkable consistency in the country rank orderings across different sets of countries’ preferred items when comparing with the rank reported in the PISA 2006 initial report (OECD, 2007). On average, only few countries systemically go up or down in their ranking position. As these countries are in a group of moderate performers with very comparable outcomes, these shifts in the ranking would probably be associated with minor changes in mean performance on the final PISA scale. The analysis suggests that PISA rankings are noticeably stable thanks to the large enough pool of test items able to accommodate diverse preferences. The paper shows how important it is to base a choice of test items on a properly structured process which allows different experts and countries to equally contribute. The evidence presented demonstrates that in PISA, average rank positions of countries across different sets of preferred items are apparently stable and experts are not able to predict which items can elevate performance of their countries in the final test.
    DOI: 10.1787/5km4psmntkq5-en
    URL: Volltext
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    COVID-19, School Closures, and Student Learning Outcomes : New Global Evidence from PISA (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (32 pages)
    Parallel Title: Erscheint auch als Jakubowski, Maciej COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
    Keywords: Covid-19 Impact ; Education ; Educational Institutions and Facilities ; Effective Schools and Teachers ; International Student Achievement Tests ; Large-Scale International Learning Assessment ; Learning Loss ; Programme For International Student Assessment (PISA) ; Public Examination System ; School Closure Impact ; Student Achievement
    Abstract: The COVID-19 pandemic resulted in significant disruption in schooling worldwide. This paper uses global test score data to estimate learning losses. It models the effect of school closures on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of the Programme for International Student Assessment. Scores declined by an average of 14 percent of a standard deviation, roughly equal to seven months of learning. Losses were greater for students in schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational losses may translate into significant national income losses over time
    DOI: 10.1596/1813-9450-10666
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    Jordan and Lebanon Performance in International Student Assessments (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Indicators and Statistics ; Education Sector Strategy and Lending ; Education Services Industry ; Industry ; PISA
    Abstract: This report analyzes the results of various PISA and TIMSS assessment rounds conducted in Jordan and Lebanon to identify trends in achievement, provide insights into factors that contribute to better learning, and allow for cross-country comparisons. The performance of Jordanian and Lebanese students in reading, mathematics, and science is compared to student achievement in other countries. Comparisons of students' scores across a range of covariates - such as ability levels, gender, and socioeconomic background - are also presented. The PISA and TIMSS data are also analyzed to understand what factors promote or hamper student educational success in these two countries. The report provides in-depth analysis beyond simple rankings, analyzing results for different academic subjects, grades, and years. By analyzing various factors associated with learning, especially in specific context of each country, it draws upon a broadened perspective to interpret the results in a real-world context of every day social life
    DOI: 10.1596/37631
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
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