Analyses of results from large-scale international assessments typically focus on average student performance; in particular, how a country’s average performance compares to that of other countries and how it has changed over time (Coughlan, 2015; McKnight & Valverde, 1998; Sedghi, Arnett, & Chalabi, 2013; Shepherd, 2010). While such a focus is useful, it provides little insight into a country’s success in educating its low-and high-performing students. Helgason (1997) suggested that one single indicator is not sufficient in international benchmarking. A comprehensive picture of student performance and cross-national comparisons of student performance require a set of well-balanced measures, and as Scheerens and Hendriks (2004) noted, equity is a key factor to examine in evaluating the quality of an education system. Both low- and high-performing students need an appropriate and challenging education if they are to become contributing members of society (Badescu, D’Hombres, & Villalba, 2011; Barone & van de Werfhorst, 2011). Thus, countries that are committed to fostering equity and opportunity and technological and economic competitiveness should attempt to maximize the learning potential of both their low- and high-performing students and monitor their progress through the education system.

Published reports from large-scale international assessments, including PISA and TIMSS, have included tables with percentiles of achievement that show, for example, how scores at the 10^th and 90^th percentiles compare across countries. However, prior research has not systematically examined and statistically tested these gaps in achievement between low-and high-performing students and whether these achievement gaps have narrowed or widened over time.   

Using fourth- and eighth-grade mathematics data from the 2003 and 2011 Trends in International Mathematics and Science Study (TIMSS), this analysis will address the following research questions:  

• What is the extent of the variation seen across countries in the mathematics achievement of low- and high-performing students?
• What is the extent of the variation seen across countries in the size of students’ within-country achievement gaps in mathematics?
• Across countries, has the mathematics achievement of low- and high-performing students changed over time?
• Across countries, has the size of students’ achievement gaps in mathematics changed over time?

A plethora of research on the effects of schooling starting with the landmark release of the Coleman Report in the United States (Coleman et al., 1966) and the Plowden Report in the United Kingdom (Peaker, 1971; Plowden, 1967) has suggested that the majority of the variance in academic achievement could be explained by a student’s experiences and socioeconomic background prior to entering school and that differences in the quality of schools and teachers has only a small positive impact on student outcomes. However, subsequent research by Heyneman and Loxley (1983) found that in low-income countries, school-level factors were more important than student-level characteristics such as family socioeconomic status in determining academic achievement. Stemming from this theoretical framework, a fifth research question examined in this analysis is the following:

• Using country-level data, what is the relationship between income inequality and mathematics achievement gaps?

Prior research has not specifically examined the relationship between country-level income inequality and gaps in the mathematics achievement of low- and high-performing students. We hypothesize that, at the country level, the more unequal the income distribution is, the larger the mathematics achievement gap among students. Furthermore, we hypothesize that the correlation between income inequality and mathematics achievement gaps will be stronger among industrialized OECD countries and weaker among less developed countries.

In keeping with the mission of EERA and ECER, this presentation will highlight results from European countries, recognizing wider, transnational contexts with their social, cultural and political similarities and differences.

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