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- 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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| 2. |
- 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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| 3. |
- 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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