PISA 2012 results. giving every student the chance to succeed

2013·18.3 MB·English

by  Programme for International Student Assessment

PISA 2012 Results:
Excellence through Equity
GIVINGEVERYSTUDENTTHECHANCE
TOSUCCEED
VOLUME
II
@))OECD
tnaBnal

PISA 2012 Results:
Excellence Through Equity
GIVINGEVERYSTUDENT
THEGRANGETOSUGCEED
(VOLUME
II)
®))OECD
BETTERPOLICIESFORBETTERLIVES
ThisworkispublishedontheresponsibilityoftheSecretary-GeneraloftheOECD.Theopinions
expressedandargumentsemployedhereindonotnecessarilyreflecttheofficialviewsof
theOrganisationorofthegovernmentsofitsmembercountries.
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andtothenameofanyterritory,cityorarea.
Pleasecitethispublicationas:
OECD(2013),PISA2012Results:ExcellenceThroughEquity:GivingEveryStudenttheChancetoSucceed
(VolumeII),PISA.OECDPublishing.
http://dx.doi.org/10.1787/9789264201132-en
ISBN978-92-64-20112-5(print)
ISBN978-92-64-20113-2(PDF)
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©OECD2013
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decopie(CFC)atcontact@c/copics.com.
Fo\-ey\/o\-(\
Equippingcitizenswiththeskillsnecessarytoachievetheirfullpotential,participateinanincreasinglyinterconnected
globaleconomy,andultimatelyconvertbetterjobsintobetterlivesisacentralpreoccupationofpolicymakers
aroundtheworld.ResultsfromtheOECD'srecentSurveyofAdultSkillsshowthathighlyskilledadultsaretwiceaslikely
tobeemployedandalmostthreetimesmorelikelytoearnanabove-mediansalarythanpoorlyskilledadults.Inother
words,poorskillsseverelylimitpeople'saccesstobetter-payingandmorerewardingjobs.Highlyskilledpeoplearealso
morelikelytovolunteer,seethemselvesasactorsratherthanasobjectsofpoliticalprocesses,andaremorelikelytotrust
others.Fairness,integrityandinclusivenessinpublicpolicythusallhingeontheskillsofcitizens.
Theongoingeconomiccrisishasonlyincreasedtheurgencyofinvestingintheacquisitionanddevelopmentof
citizens'skills-boththroughtheeducationsystemandintheworkplace.Atatimewhenpublicbudgetsaretightand
thereislittleroomforfurthermonetaryandfiscalstimulus,investinginstructuralreformstoboostproductivity,suchas
educationandskillsdevelopment,iskeytofuturegrowth.Indeed,investmentintheseareasisessentialtosupportthe
recovery,aswellastoaddresslong-standingissuessuchasyouthunemploymentandgenderinequality.
Inthiscontext,moreandmorecountriesarelookingbeyondtheirownbordersforevidenceofthemostsuccessful
andefficientpoliciesandpractices.Indeed,inaglobaleconomy,successisnolongermeasuredagainstnational
standardsalone,butagainstthebest-performingandmostrapidlyimprovingeducationsystems.Overthepastdecade,
theOECDProgrammeforInternationalStudentAssessment,PISA,hasbecometheworld'spremieryardstickfor
evaluatingthequality,equityandefficiencyofschoolsystems.ButtheevidencebasethatPISAhasproducedgoeswell
beyondstatisticalbenchmarking.Byidentifyingthecharacteristicsofhigh-performingeducationsystemsPISAallows
governmentsandeducatorstoidentifyeffectivepoliciesthattheycanthenadapttotheirlocalcontexts.
TheresultsfromthePISA2012assessment,whichwasconductedatatimewhenmanyofthe65participating
countriesandeconomiesweregrapplingwiththeeffectsofthecrisis,revealwidedifferencesineducationoutcomes,
bothwithinandacrosscountries.UsingthedatacollectedinpreviousPISArounds,wehavebeenabletotrackthe
evolutionofstudentperformanceovertimeandacrosssubjects.Ofthe64countriesandeconomieswithcomparable
data,40improvedtheiraverageperformanceinatleastonesubject.TopperformerssuchasShanghaiinChinaor
Singaporewereabletofurtherextendtheirlead,whilecountrieslikeBrazil,Mexico,TunisiaandTurkeyachievedmajor
improvementsfrompreviouslylowlevelsofperformance.
Someeducationsystemshavedemonstratedthatitispossibletosecurestrongandequitablelearningoutcomesat
tmhaethseammaetitcismepearsfoacrhmiaenvciengbertawpiedenim2p0r0o3veamnednt2s0.12O,ftthhreee13alcsoounsthroiwesiamnpdroevceomneonmtisesintheaqtuistiygniinfiecadnutclaytiiomnprdouvreidngthtehier
sameperiod,andanothernineimprovedtheirperformancewhilemaintaininganalreadyhighlevelofequity-proving
thatcountriesdonothavetosacrificehighperformancetoachieveequityineducationopportunities.
Nonetheless,PISA2012resultsshowwidedifferencesbetweencountriesInmathematicsperformance.The
equivalentofalmostsixyearsofschooling,245scorepoints,separatesthehighestandlowestaverageperformances
EXCELLENCETHROUGHEQUITY:GIVINGEVERYSTUDENTTHECHANCETOSUCCEED-VOLUMEII©OECP201? 3
FOREWORD
ofthecountriesthattookpartinthePISA2012mathematicsassessment.Thedifferenceinmathematicsperformances
withincountriesisevengreater,withover300points-theequivalentofmorethansevenyearsofschooling-often
separatingthehighest-andthelowest-achievingstudentsinacountry.Clearly,allcountriesandeconomieshave
excellentstudents,butfewhaveenabledallstudentstoexcel.
Thereportalsorevealsworryinggenderdifferencesinstudents'attitudestowardsmathematics:evenwhengirls
performaswellasboysinmathematics,theyreportlessperseverance,lessmotivationtolearnmathematics,lessbelief
intheirownmathematicsskills,andhigherlevelsofanxietyaboutmathematics.Whiletheaveragegirlunderperformsin
mathematicscomparedwiththeaverageboy,thegendergapinfavourofboysisevenwideramongthehighest-achieving
students.Thesefindingshaveseriousimplicationsnotonlyforhighereducation,whereyoungwomenarealreadyunder-
wreopmreesnenetnetderintthheelsacbioeunrcem,artkeecth.noTlhoigsy,coennfgiirnmesertihnegfainnddinmgasthoefmtahteicOsEfCiDeldGseonfdseturdyS,trbauttegayl,sowhliatcehroind,enwtihfeienstshoemseeyoofutnhge
factorsthatcreate-andwiden-thegendergapineducation,labourandentrepreneurship.Supportinggirls'positive
attitudestowardsandinvestmentinlearningmathematicswillgoalongwaytowardsnarrowingthisgap.
PISA2012alsofindsthatthehighest-performingschoolsystemsarethosethatallocateeducationalresources
moreequitablyamongadvantagedanddisadvantagedschoolsandthatgrantmoreautonomyovercurriculaand
assessmentstoindividualschools.Abeliefthatallstudentscanachieveatahighlevelandawillingnesstoengage
allstakeholdersineducation-includingstudents,throughsuchchannelsasseekingstudentfeedbackonteaching
practices-arehallmarksofsuccessfulschoolsystems.
PISAisnotonlyanaccurateindicatorofstudents'abilitiestoparticipatefullyInsocietyaftercompulsoryschool,
butalsoapowerfultoolthatcountriesandeconomiescanusetofine-tunetheireducationpolicies.Thereisnosingle
combinationofpoliciesandpracticesthatwillworkforeveryone,everywhere.Everycountryhasroomforimprovement,
eventhetopperformers.That'swhytheOECDproducesthistriennialreportonthestateofeducationacrosstheglobe;
toshareevidenceofthebestpoliciesandpracticesandtoofferourtimelyandtargetedsupporttohelpcountries
aprsoivgindiefitchanetbgesetndeedrucgaatpi,onanpdosasnibluergfeonrtalnleeofdtthoeibrosotsutdegnrtso.wtWhitihnmhiagnhylecvoeulnstroifesy,ouwtehuhnaevempnlooytmiemnett,orliossien.gTihneequOaEliCtyD,
standsreadytosupportpolicymakersinthischallengingandcrucialendeavour.
AngelCurrfa
OECDSecretary-General
4 ©OECP-013EXCELLENCETHROUGHEQUITY:GIVINGEVERYSTUDENTTHECHANCETOSUCCEED-VOLUMEII
AcknowlectgetDents
TinhsitsitruetipoonrstwiosrkthiengpwriotdhuicntthoeffaracmolelwaobrokraotfivteheePffIoSrAtCboentswoerteinumt,heancdoutnhteriOeEsCpDartSieccrieptaatriinagt.iTnhePIrSeAp,ortthewaesxpderratftsedanbdy
AndreasSchleicher,FrancescoAvvisati,FrancescaBorgonovi,MiyakoIkeda,HiromichiKatayama,Flore-AnneMessy,
ChiaraMonticone,GuillermoMontt,SophieVayssettesandPabloZoidooftheOECDDirectorateforEducationandSkills
andtheDirectorateforFinancialAffairs,withstatisticalsupportfromSimoneBloemandCianninaRechandeditorial
oversightbyMarilynAchiron.AdditionalanalyticalandeditorialsupportwasprovidedbyAdeleAtkinson,JonasBertling,
MarikaBoiron,CeliaBraga-Schich,TraceyBurns,MichaelDavidson,CassandraDavis,ElizabethDeiBourgo,
JohnA.Dossey,JoachimFunke,SamuelCreiff,TueHalgreen,BenJensen,EckhardKlieme,AndreLaboul,HenryLevin,
JulietteMendelovits,TadakazuMiki,ChristianMonseur,SimonNormandeau,MathildeOverduin,ElodiePools,
DKaayreaRStaamcaely,inLgaazma,rWSitlanlkioavm,HR.osSschTmuirndetr,(wEhloissaebewtohrVkilwlaosutrseuipxpoarntdedAlblyanthWeigTfhioemlda.sTJ.heAlseyxsatnedme-lrefveelllodwasthaipcopllreocgtriaomnmwea),s
conductedbytheOECDNESLI(INESNetworkfortheCollectionandAdjudicationofSystem-LevelDescriptive
InformationonEducationalStructures,PoliciesandPractices)team:BonifacioAgapin,EstelleHerbautandJeanYip.
VolumeIIalsodrawsontheanalyticworkundertakenbyJaapScheerensandDouglasWillmsinthecontextofPISA2000.
AdministrativesupportwasprovidedbyClaireChetcuti,JulietEvans,JennahHuxleyandDianaTramontane.
TheOECDcontractedtheAustralianCouncilforEducationalResearch(ACER)tomanagethedevelopmentofthe
mathematics,problemsolvingandfinancialliteracyframeworksforPISA2012.AchievewasalsocontractedbytheOECD
todevelopthemathematicsframeworkwithACER.Theexpertgroupthatguidedthepreparationofthemathematics
assessmentframeworkandinstrumentswaschairedbyKayeStacey;JoachimFunkechairedtheexpertgroupthat
guidedthepreparationoftheproblem-solvingassessmentframeworkandinstruments;andAnnamariaLusardiled
theexpertgroupthatguidedthepreparationofthefinancialliteracyassessmentframeworkandinstruments.ThePISA
assessmentinstrumentsandthedataunderlyingthereportwerepreparedbythePISAConsortium,underthedirection
ofRaymondAdamsatACER.
ThedevelopmentofthereportwassteeredbythePISAGoverningBoard,whichischairedbyLornaBertrand
(UnitedKingdom),withBenoCsapo(Hungary),DanielMcGrath(UnitedStates)andRyoWatanabe(Japan)asvicechairs.
AnnexCofthevolumesliststhemembersofthevariousPISAbodies,aswellastheindividualexpertsandconsultants
whohavecontributedtothisreportandtoPISAingeneral.
EXCELLENCETHROUGHEQUITY:GIVINGEVERYSTUDENTTHECHANCETOSUCCEED-VOLUMEII©OECP201r' 5

Tgble ofContents
EXECUTIVESUMMARY 13
READER'SGUIDE 17
WHATISPISA? 19
CHAPTER1DEFININGANDMEASURINGEQUITYINEDUCATION 25
HowPISAexaminesequityineducationopportunities 28
Thequantityandqualityofeducationalresources 28
Instructionalcontentandpractices 29
Combiningbetterperformancewithgreaterequity 29
Examiningequitythroughoutthisreport 30
CHAPTER.2EQUITYINOUTCOMES 33
Performanceandsocio-economicstatusacrossschoolsystems 34
Disparitiesinperformancerelatedtosocio-economicstatus 38
Resilientstudents 40
Meanperformance,aftertakingaccountofsocio-economicstatus 40
Between-schoolvariationinperformance 44
Performancedifferencesacrossschoolsandsocio-economicdisparities 46
Providingaccesstoschoolingtoall15-year-olds 53
TrendsinequitybetweenPISA2003andPISA2012 56
Trendsintheprofileanddistributionofstudentsinschools 59
CHAPTER3THECHALLENGEOFDIVERSITY 63
Familystructureandstudentperformance 64
Parents'jobstatus:Targetingeducationpoliciesthroughsocialpolicyfortheunemployed 66
Schoollocationandvariationinperformanceacrossgeographicalareas 69
Equityinoutcomesforimmigrantstudents 71
Theimpactofothersocialpoliciesontheprofileofimmigrantstudents 72
Highlevelsofperformanceacrossadiversestudentpopulation 72
Higherlevelsofperformanceamonganincreasinglydiversestudentpopulation 74
Languageminoritiesamongimmigrantstudents 79
First-andsecond-generationstudents 80
The"late-arrivalpenalty" 80
Concentrationofdisadvantage 82
Performance,immigrantstatusandcountryoforigin 84
CHAPTERSEQUITYINOPPORTUNITIESTOLEARNANDINRESOURCES 87
Disparitiesinexposuretoformalmathematics,socio-economicstatusandperformance 90
Disparitieswithincountries 91
Differencesinexposuretomathematicsandaveragemathematicsperformanceacrossschoolsystems 91
Between-schooldifferencesinopportunitytolearn,socio-economicstatusandperformance 91
EXCELLENCETHROUGHEQUITY:GIVINGEVERYSTUDENTTHECHANCETOSUCCEED-VOLUMEII©OECP201
911
TABLEOFCONTENTS
Equityineducationalresources 93
Moreisnotalwaysbetter 95
Challengingschoolenvironments 95
Learningopportunitiesoutsideschoolandparents'expectationsofschools 95
Opportunities,resources,performanceandsocio-economicstatus 98
Participationinpre-primaryeducation 99
CHAPTERSPOLICYIMPLICATIONSOFEQUITYINEDUCATION 103
Patternsintherelationshipbetweenperformanceandsocio-economicstatus 105
Adisproportionatenumberoflow-performingstudents 11
Differentslopesandstrengthsofsocio-economicgradients 11
Universalpoliciesforcountrieswhereperformancedifferencesaresmallandthereisaweakrelationship
betweenperformanceandsocio-economicstatus 112
Policiesthattargetsocio-economicdisadvantageforthosecountrieswheretherearesmallperformance
differencesandastrongrelationshipbetweenperformanceandsocio-economicstatus 114
Policiesthattargetbothperformanceandsocio-economicdisadvantageforcountrieswheretherearelarge
performancedifferencesandastrongrelationshipbetweenperformanceandsocio-economicstatus 115
Largesocio-economicdisparities 117
Targetinglow-performingandsocio-economicallydisadvantagedschools 11
Targetingstudentswithinschools 122
ANNEXAPISA2012TECHNICALBACKGROUND 129
AnnexA1 Constructionofmathematicsscalesandindicesfromthestudent,schoolandparentcontextquestionnaires 130
AnnexA2 ThePISAtargetpopulation,thePISAsamplesandthedefinitionofschools 146
AnnexA3 Technicalnotesonanalysesinthisvolume 158
AnnexA4 Qualityassurance 162
AnnexA5 Technicaldetailsoftrendsanalyses 163
ANNEXB PISA2012DATA 173
AnnexB1 Resultsforcountriesandeconomies 174
AnnexB2 Resultsforregionswithincountries 281
AnnexB3 Listoftablesavailableonline 324
ANNEXC THEDEVELOPMENTANDIMPLEMENTATIONOFPISA-ACOLLABORATIVEEFFORT 325
8 ©OECP2013EXCELLENCETHROUGHEQUITY:GIVINGEVERYSTUDENTTHECHANCETOSUCCEED-VOLUMEII