Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us | Zendy

Marie DuruBellat | Zendy; Bruno Suchaut | Zendy

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Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us

Author(s) -

Marie DuruBellat,

Bruno Suchaut

Publication year - 2005

Publication title -

european educational research journal

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.715

H-Index - 34

ISSN - 1474-9041

DOI - 10.2304/eerj.2005.4.3.3

Subject(s) - equity (law) , tracking (education) , inequality , context (archaeology) , academic achievement , educational inequality , cultural diversity , social inequality , mathematics education , sociology , political science , pedagogy , psychology , geography , mathematical analysis , mathematics , archaeology , anthropology , law

After describing both average scores, dispersion, and social inequalities in achievement in the various countries included in the latest Programme for International Student Assessment (PISA) study, this article relates those ‘products’ to country economic and cultural characteristics. It then explores relations between student scores and a number of institutional characteristics of countries’ educational systems. Results show that relations exist between average scores and certain institutional or pedagogical practices such as grade repeating or tracking. A high degree of social inequality in achievement proves to be associated with overall score dispersion and degree to which educational system differentiates among students

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