How Much Progress Do Children in Shanghai Make over One Academic Year? Evidence from PISA

Autor/inn/en	Anders, Jake; Jerrim, John; McCulloch, Andrew
Titel	How Much Progress Do Children in Shanghai Make over One Academic Year? Evidence from PISA
Quelle	In: AERA Open, 2 (2016) 4, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Foreign Countries; Academic Achievement; Educational Quality; Teacher Effectiveness; Teaching Methods; Value Added Models; Achievement Tests; International Assessment; Secondary School Students; Reading Tests; Science Tests; Mathematics Tests; Scores; Grade Repetition; Age Differences; China (Shanghai); Taiwan (Taipei); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Lesetest; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Age; Difference; Age difference; Altersunterschied
Abstract	Since its entry into the Programme for International Student Assessment (PISA) in 2009, the Chinese province of Shanghai has been the top-performing economy within these international rankings. Many have interpreted this as demonstrating how Shanghai has a "world class" education system, the most effective teaching methods, and the best schools. This article questions such interpretations of the PISA results. Specifically, we argue that statements about school and school system quality require information on the progress that children make during their time at school, which the PISA rankings do not provide (at least not directly). Our empirical analysis then uses a "fuzzy" regression discontinuity design approach to demonstrate how a rather different perspective of Shanghai's performance in PISA emerges once pupils' academic progress over one particular school year is considered. Our key finding is that the first year of upper secondary school in Shanghai adds essentially no value (on average) to children's PISA reading, science, and mathematics test scores. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01