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  • Givord, Pauline  (9)
  • Paris : OECD Publishing  (9)
  • Education  (9)
  • 1
    Online Resource
    Online Resource
    How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.257
    Keywords: Education
    Abstract: This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry regulations are used as an exogenous source of variation for grade levels in an instrumental- variables framework. The focus on the joint effect of schooling and age, together with (local) linearity assumptions, make it possible to account for differences in school-starting age across students who are expected to be in different grades. On average, students’ test scores increase by about one-fifth of a standard deviation over a school year. While estimates of the grade gain for individual countries and economies come with wide confidence intervals, this study also shows the annual learning gain of students around the age of 15 tends to be larger in high-income countries compared to middle-income countries.
    DOI: 10.1787/a28ed097-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 2
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    Online Resource
    The learning gain over one school year among 15-year-olds : An analysis of PISA data for Austria and Scotland (United Kingdom) (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (33 p.)
    Series Statement: OECD Education Working Papers no.249
    Keywords: Education ; Austria ; United Kingdom
    Abstract: This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional, single-cohort design, multiple cycles of PISA data are combined. The fact that Austria and Scotland moved their testing period across cycles is also exploited. The results are used to establish a benchmark for other performance differences observed in PISA, such as gender gaps, socio-economic gaps or between-country differences.
    DOI: 10.1787/d99e8c0a-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 3
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    Online Resource
    How a student’s month of birth is linked to performance at school : New evidence from PISA (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (51 p.)
    Series Statement: OECD Education Working Papers no.221
    Keywords: Education
    Abstract: Because of the regulations concerning school entry in most school systems, a child’s date of birth may significantly affect his or her age at entry into school, and thus their first experience of schooling. Using data from the Programme for International Student Assessment (PISA), this paper provides a comparative analysis of the impact of a student’s month of birth on cognitive and non-cognitive outcomes. It describes school regulations regarding school entry in over 45 countries and economies, and discusses the reasons why a student’s date of birth may have consequences on his or her performance in school. The results show that a student’s month of birth has consequences on performance in the three main domains assessed by PISA, and also on the student’s progress through education, as those children who were the youngest in their grade cohort at entry into school were more likely to have repeated a grade in primary school. This paper also shows that, in several school systems, being the youngest in the school-entry cohort has an impact on self-confidence, notably on self-perceived competence and self-efficacy, and also on future education outcomes. These results call for raising awareness amongst educators and parents of the initial disadvantage experienced by the youngest children in their first years of school. The paper concludes with a review of existing recommendations to reduce age-related effects on education outcomes.
    DOI: 10.1787/822ea6ce-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 4
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    Online Resource
    Do boys and girls have similar attitudes towards competition and failure? (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.105
    Keywords: Education
    Abstract: While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For example, even when they outperform boys academically, girls are less likely than their male peers to choose the pathways through education and fields of study, such as science, mathematics or computing, that lead to the highest-paid professions. On average across OECD countries, only 14% of girls who were top performers in science or mathematics reported that they expect to work as professionals in science or engineering while 26% of top-performing boys so reported. That decision can have negative consequences for women’s labour market prospects. Self-efficacy and self-esteem may affect the choices teenagers make for their future education and career. Fear of failure may lead students to be self-protective and thus avoid challenging situations and opportunities that are essential for learning and development. By contrast, a willingness to compete may influence the decision to take calculated risks, such as applying for admission to prestigious universities or for a higher position in a company.
    DOI: 10.1787/a8898906-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 5
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    Online Resource
    Are students’ career expectations aligned with their skills? (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.104
    Keywords: Education
    Abstract: Adolescence is a period when young people start to prepare for adult life. Teenagers have to make important decisions relevant to their working lives later on, such as what field of study or type of education they will pursue. But young people often lack sufficient knowledge about the breadth of job opportunities and careers open to them; their career and education aspirations are often shaped more by their personal background. In addition to perpetuating existing inequalities in the labour market, this may lead to expectations that are not aligned with the needs of the job market these students will soon enter, particularly in the context of rapid technological advances. While the mismatch between labour market needs and prospective employees’ skills sets is growing, countries need to adapt the supply of skills in order to fuel economic prosperity and ensure that no one is left behind. Education systems can play a crucial role in channelling skills and talent into the labour market and helping young people develop a fair assessment of the opportunities available to them.
    DOI: 10.1787/ed790c76-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 6
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    Online Resource
    Does greater social diversity in schools have an impact on equity in learning outcomes? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.97
    Parallel Title: Parallele Sprachausgabe Le renforcement de la mixité sociale à l’école a-t-il un impact sur l’équité des résultats d’apprentissage ?
    Keywords: Education
    Abstract: A student’s performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level. In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status?
    DOI: 10.1787/35d2ab24-en
    URL: lizenzpflichtig
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  • 7
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    Quels liens entre les politiques de libre choix des établissements et la mixité sociale à l’école ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.96
    Parallel Title: Parallele Sprachausgabe How are school-choice policies related to social diversity in schools?
    Keywords: Education
    Abstract: Dans la quasi-totalité des systèmes scolaires, l’affectation des élèves dans les établissements d’enseignement publics se fait, au moins en partie, sur la base de leur lieu de résidence. Les élèves se voient ainsi en général affectés dans l’établissement d’enseignement le plus proche de leur domicile. L’objectif principal pourrait être d’éviter aux élèves des trajets longs et coûteux entre leur maison et l’école. Toutefois, ces dernières décennies, de nombreux pays ont adopté des réformes élargissant les possibilités de choix d’établissement à disposition des familles en assouplissant le lien entre lieu de résidence et affectation scolaire. Quel est l’impact de ces réformes sur la composition sociale des établissements d’enseignement ?
    DOI: 10.1787/943456f0-fr
    URL: lizenzpflichtig
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  • 8
    Online Resource
    Online Resource
    How are school-choice policies related to social diversity in schools? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.96
    Parallel Title: Parallele Sprachausgabe Quels liens entre les politiques de libre choix des établissements et la mixité sociale à l’école ?
    Keywords: Education
    Abstract: In almost all school systems, students are assigned to public schools based, at least partly, on their home address. Through this policy, students are typically assigned to the school closest to their home. The main objective may be to avoid long and costly commutes to and from school. However, over the past few decades, many countries have implemented reforms that provide more school options to families by loosening the link between home address and school. How do these reforms affect the social composition of schools?
    DOI: 10.1787/2d448c77-en
    URL: lizenzpflichtig
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  • 9
    Online Resource
    Online Resource
    Le renforcement de la mixité sociale à l’école a-t-il un impact sur l’équité des résultats d’apprentissage ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.97
    Parallel Title: Parallele Sprachausgabe Does greater social diversity in schools have an impact on equity in learning outcomes?
    Keywords: Education
    Abstract: Les résultats scolaires des élèves sont influencés par leurs caractéristiques personnelles, mais aussi, entre autres facteurs, par celles des autres élèves de leur établissement. Les camarades d’école peuvent se motiver et s’entraider pour surmonter les difficultés d’apprentissage ; mais ils peuvent aussi perturber les cours, nécessiter une attention disproportionnée de la part des enseignants et devenir une source d’inquiétude. Les modalités d’affectation des élèves dans les établissements, et la mesure dans laquelle elles entraînent un creusement des différences socio-économiques ou académiques (stratification) entre les établissements, peuvent donc avoir une incidence sur les résultats d’apprentissage au niveau national. Parmi les pays et économies participant à l’enquête PISA, quels sont ceux où les élèves se concentrent particulièrement dans certains établissements en fonction de leurs niveaux scolaires ou de leur statut socio-économique ? Quel lien existe-t-il entre la ségrégation socio-économique entre les établissements et les écarts de performance entre les élèves de statuts socio-économiques différents ?
    DOI: 10.1787/1ce0ae6a-fr
    URL: lizenzpflichtig
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