The High Performance of Dutch and Flemish 15-Year-Old Native Pupils: Explaining Country Differences in Math Scores between Highly Stratified Educational Systems

Autor/inn/en	Prokic-Breuer, Tijana; Dronkers, Jaap
Titel	The High Performance of Dutch and Flemish 15-Year-Old Native Pupils: Explaining Country Differences in Math Scores between Highly Stratified Educational Systems
Quelle	In: Educational Research and Evaluation, 18 (2012) 8, S.749-777 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.727359
Schlagwörter	Educational Policy; Exit Examinations; Students; Foreign Countries; German; Academic Achievement; High Achievement; Scores; Secondary School Students; Comparative Analysis; Vocational Education; Curriculum; Comparative Education; Institutional Characteristics; Track System (Education); Austria; Belgium; Germany; Netherlands; Switzerland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Final examination; Abschlussprüfung; Student; Schüler; Schülerin; Studentin; Ausland; Deutscher; Schulleistung; Sekundarschüler; Ausbildung; Berufsbildung; Curricula; Lehrplan; Rahmenplan; Vergleichende Erziehungswissenschaft; Leistungsgruppe; Leistungsdifferenzierung; Österreich; Belgien; Deutschland; Niederlande; Schweiz
Abstract	This paper aims to explain the high scores of 15-year-old native pupils in The Netherlands and Flanders by comparing them with the scores of pupils in countries with the same highly stratified educational system: Wallonia, the German "Lander," the Swiss German cantons, and Austria. We use the data from the Programme for International Pupil Assessment (PISA) 2006 together with the specific PISA data of Germany and Switzerland. We apply a multilevel model that takes into account the individual-, curriculum-, and system-level features in these highly stratified educational systems. The high scores of the Dutch pupils can be explained by the size of The Netherlands' vocational sector. The high Flemish scores can be partly explained by the high curriculum mobility. Central exit exams are not a good explanation of the high Dutch scores. Despite being limited to highly stratified systems, we still find educational policies and arrangements to have significant effects on the educational performance of pupils. (Contains 22 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10