| 1. |
- Harju-Luukkainen, H., et al.
(författare)
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Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland
- 2020
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Ingår i: Large-Scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 8:1
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Tidskriftsartikel (refereegranskat)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 socio-economic 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 family-related 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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| 4. |
- Natasha Glassow, Leah, et al.
(författare)
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Is inequitable teacher sorting on the rise? Cross-national evidence from 20 years of TIMSS
- 2022
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Unequal access to qualified teachers for children of different socioeconomic status-also known as inequitable teacher sorting-has been increasingly put forth as one potential factor contributing to the socioeconomic achievement gap. Despite this, few studies have investigated cross-national differences in teacher sorting, and none have examined it within-countries over time. International large-scale assessments in education are uniquely positioned to answer such questions due to their longitudinal nature at the system level. This study uses six waves of data from the Trends in International Mathematics and Science Study (TIMSS) from 1999 to 2019 for 32 education systems. We compare differences in grade 8 mathematics teacher qualifications for each country at each time point, across top and bottom groups on the student socioeconomic spectrum. Results show that on the whole many countries display negligible gaps in access to teacher quality, with some key exceptions. With respect to inequity in novice teacher sorting, the problem is most prevalent in low- and middle- income education systems (i.e. in Turkey, Morocco, Tunisia and Indonesia). Inequity in sorting based on mathematics education is less common, with no clear pattern in regards to level of economic development (i.e. in Chile, Australia, New Zealand, and Chinese Taipei). Socio-economic inequality in teacher sorting has also remained broadly stable over time. Based on experience and mathematics education, less than a handful of systems show systematic upward trends in teacher sorting inequity (i.e. in Chile, Morocco, Singapore, and New Zealand). Given the increasing focus on inequity in access to teacher competence, these results have economic and policy implications for tackling the socioeconomic achievement gap.
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| 5. |
- Rasmusson, Maria, 1973-
(författare)
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A Multilevel Analysis of Swedish and Norwegian Students’ Overall and Digital Reading Performance with a Focus on Equity Aspects of Education
- 2016
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Ingår i: Large-scale assessments in education. - : Springer Science and Business Media LLC. - 2196-0739. ; 4
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden.Methods: To conduct the analysis, multilevel structural modelling techniques have been used on PISA data from the two countries.Results: The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure.Conclusion: In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital
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| 6. |
- Rosén, Monica, 1962, et al.
(författare)
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Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006
- 2016
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 4:5, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Research on effects of home computer use on children’s development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is that studies differ with respect to how well they control for selection bias in comparisons of children with different amounts of computer use. The current study takes advantage of data from international comparative studies of educational achievement and uses the trend design of these studies to conduct longitudinal analyses at the country level. This allows for a difference in differences approach which effectively controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in the independent and dependent variables. The empirical investigations are based on data from the IEA 10-Year Trend Study and the PIRLS 2001 and 2006 studies. For these studies, information about frequency of home computer use is available in the student questionnaire. The main analytical approach employed in the paper is regression estimation based on micro-data, with fixed country effects and cluster-robust standard-errors. This approach allows estimation of main effects of home computer use and interaction effects with student characteristics (gender and socio-economic status). For both data sets negative effects of home computer use on achievement are found. Results are discussed in substantive and methodological terms, focusing particularly on possible threats to valid causal inference, such as omitted variables that are not time invariant.
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| 7. |
- Siebecke, Deborah Elin, 1994, et al.
(författare)
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Does the material well-being at schools successfully compensate for socioeconomic disadvantages? Analysis of resilient schools in Sweden
- 2022
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: A variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition. Some schools are resilient to socioeconomic disadvantages in their student body and demonstrate high levels of achievement. However, little attention has been given to these resilient schools. Material well-being, as one important dimension of student well-being, comprises the student’s home background and school resources. The relationship between home background and achievement is well-established but less literature includes school-level factors of material well-being. In comparing the material well-being at resilient, non-resilient, and more advantaged schools, this study aims at detecting possible patterns that may provide crucial information as to why some schools succeed better in compensating for disadvantages. Methods: Using Swedish data from the Programme for International Student Assessment (PISA) from 2000 to 2018, the shares of resilient, non-resilient, and more advantaged school groups with different achievement levels were identified by using aggregated achievement and socioeconomic background measures. Making use of a well-being framework specifically designed for PISA data, the school groups were compared regarding their material well-being as measured by the perceived shortage of material resources and teachers, the percentage of teachers fully certified, the availability of computers, and extracurricular activities. This comparison of school groups was computed using the nonparametric Kruskal-Wallis test and a Bonferroni-adjusted pairwise comparison. Results: The shares of resilient schools decreased considerably from 14% in 2000 to 3% in 2015. Yet, the comparison of the material well-being at resilient and other school groups led to mostly non-significant results. Overall, disadvantaged schools reported higher teacher shortages than advantaged schools, which indicates the need for a more compensatory allocation of (human) resources. Conclusions: The study concluded that the landscape of resilient schools is under continuous change. As no patterns of significant differences between resilient and other school groups were found, the study shows no indication that the material well-being at school compensates for disadvantages in a school’s student body. The findings call for further research regarding changes in the presence of resilient schools and their possible relationship with school material well-being.
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| 8. |
- Strietholt, Rolf, 1982, et al.
(författare)
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A correction model for differences in the sample compositions: the degree of comparability as a function of age and schooling
- 2013
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Ingår i: Large-scale Assessments in Education. - 2196-0739. ; 1:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Since the early days of international large-scale assessments, an overarching aim has been to use the world as an educational laboratory so countries can learn from one another and develop educational systems further. Cross-sectional comparisons across countries as well as trend studies derive from the assumption that there are comparable groups of students in the respective samples. But neither age-based nor grade-based sampling strategies can achieve balanced samples in terms of both age and schooling. How should such differences in the sample compositions be dealt with? Methods We discuss the comparability of the samples as a function of differences in terms of age and schooling. To improve the comparability of such samples, we developed a correction model that adjusts country scores, which we evaluate here with data from different IEA (International Association for the Evaluation of Educational Achievement) studies on reading at the end of primary school. Results Our study demonstrates that ignoring differences in age and schooling confounds league tables and hides actual trends. In other words, cross-sectional comparisons across countries as well as trends within countries are affected by differences in the sample composition. The correction model adjusts for such differences and increases the comparability across countries and studies. Conclusions Researchers who use the data from international comparative studies for secondary analyses should be aware of the limited comparability of the samples. The proposed correction model provides a simple approach to improve comparability and makes the complex information from international comparisons more accessible.
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| 9. |
- Yang Hansen, Kajsa, 1969, et al.
(författare)
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Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems
- 2022
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- The current study investigates school contextual efects on students’ academic self-concept and achievement, that is, peer socioeconomic efect and big-fish-little-pond efect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang).
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| 10. |
- Yang Hansen, Kajsa, 1969, et al.
(författare)
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Determinants of country differences in effects of parental education on children’s academic achievement
- 2016
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 4:11, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Background In a previous study, the total, direct and indirect effects of parental education on reading, mathematics and science achievement have been estimated for Grade 4 pupils of 37 countries that participated in PIRLS and TIMSS 2011 studies (Gustafsson et al. in TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade—implications for early learning. pp 183–289, 2013). Several theories proposed to account for the variation were reviewed. With this previous study as the point of departure, the current study was to identify determinants and mechanisms that can explain the substantial variation found in the relationship between parental education and school achievement across the 37 countries in the previous study. Methods The effects estimated in Gustafsson et al. (TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade—implications for early learning. pp 183–289, 2013) formed the empirical data of the current study. In a first step of analysis the total, direct and indirect effects were described for the 37 countries, focusing on countries with a high and low level in these three respects. In the second step of analysis, two indicators of characteristics of the educational system, the Gini index as a measure of degree of economic inequality and the HDI as a measure of general societal development, were related to the estimated coefficients. Results We found different patterns of relations with the direct and the indirect effects of parental education, and the direct and indirect effects therefore tended to cancel, so that small or no total effects were found. We also found opposite results when we investigated bivariate correlations and when we investigated partial correlation with HDI and Gini. Conclusion The pattern of empirical findings thus is more complex than expect. There is, potentially, a large number of factors outside of the home which may be of importance mediating the relation between parental education and student achievement. However, the data available for the current study does not allow investigation of such factors, so this will be tasks for further research. Keywords Parental education – Academic achievements – Early literacy and numeracy activities – Literacy and numeracy abilities – PIRLS – TIMSS – Indirect effects
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