Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

Autor/inn/en	Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin
Titel	Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 5, S.722-741 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1274881
Schlagwörter	Mathematics Achievement; Elementary Secondary Education; Achievement Tests; Foreign Countries; International Assessment; Mathematics Tests; Socioeconomic Status; Standards; Expenditures; Educational Finance; Economic Factors; Income; Track System (Education); Achievement Gap; Individualized Instruction; Private Schools; Government Role; Financial Support; Public Education; Grade 8; Databases; Statistical Analysis; Cross Cultural Studies; Europe; Australia; South America; Africa; Asia; New Zealand; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Socio-economic status; Sozioökonomischer Status; Standard; Ausgaben; Bildungsfonds; Ökonomischer Faktor; Einkommen; Leistungsgruppe; Leistungsdifferenzierung; Individualisierender Unterricht; Private school; Privatschule; Finanzielle Förderung; Öffentliche Erziehung; School year 08; 8. Schuljahr; Schuljahr 08; Datenbank; Statistische Analyse; Cultural comparison; Kulturvergleich; Europa; Australien; Südamerika; Afrika; Asien; Neuseeland; USA
Abstract	We utilised four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01