Session Information
09 SES 02 A, Countries’ Strive of Combining High Achievement with Equality: Success or Failure? Evidence from Trends over Time in TIMSS and PIRLS
Symposium
Contribution
Over the past decade, countries have been striving towards more equity of their educational system. Policies focused on decreasing the influence of student background and school composition on achievement. This study aims at investigating to what extent countries have succeeded in increasing equity, by answering following research questions: (1) Which countries are characterized by a decrease in influence of socio-economic status (SES), ethnicity and school composition on math and science achievement between 2003-2011? (2) Are there countries in which schools differ in the influence of SES and ethnicity on achievement, in 2003 and/or 2011? Analyses are based on all 7 European countries that participated in TIMSS 2003 and 2011, Grade 4. Hierarchical linear modeling is conducted. The amount of books at home and language at home are used as indicators of respectively SES and ethnicity. Aggregates of these variables are taken into account at the school level, as indicators of school composition and segregation. Preliminary analyses in Flanders indicate that (in)equity has been stable in Flanders between 2003-2011.
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