Socioeconomic inequality and educational outcomes. Evidence from twenty years of TIMSS.

Autor/inn/en	Broer, Markus; Bai, Yifan; Fonseca, Frank
Titel	Socioeconomic inequality and educational outcomes. Evidence from twenty years of TIMSS.
Quelle	Cham: Springer Open (2019), viii, 83 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	IEA Research for Education. 5
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis Zusammenfassung
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-11990-4; 978-3-030-11991-1
DOI	10.1007/978-3-030-11991-1
Schlagwörter	Längsschnittuntersuchung; TIMSS (Third International Mathematics and Science Study); Soziale Ungleichheit; Soziale Benachteiligung; Soziale Herkunft; Familie; Bildungssystem; Bildungsertrag; Schuljahr 08; Schulerfolg; Schülerleistung; Mathematik; Naturwissenschaftliche Bildung; Sozialer Status; Internationaler Vergleich; Indexierung; Australien; Hongkong; Iran; Korea, Republik; Litauen; Neuseeland; Norwegen; Russland; Schweden; Singapur; Slowenien; USA
Abstract	This [...] book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA's Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. (Orig.). Contents: 1. Socioeconomic Inequality and Educational Outcomes: An Introduction.- 2. A Review of the Literature on Socioeconomic Status and Educational Achievement.- 3. Methodology: Constructing a Comparable Socioeconomic Index for 20 Years of TIMSS.- 4. Socioeconomic Achievement Gaps: Trend Results for Education Systems.- 5. Trends in Socioeconomic Achievement Gaps in the Macroeconomic Context: Discussion and Future Research.- Appendix.- References.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1