The Use (and Misuse) of PISA in Guiding Policy Reform: The Case of Spain

Autor/inn/en	Choi, Álvaro; Jerrim, John
Titel	The Use (and Misuse) of PISA in Guiding Policy Reform: The Case of Spain
Quelle	In: Comparative Education, 52 (2016) 2, S.230-245 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1142739
Schlagwörter	Foreign Countries; International Assessment; Educational Change; Information Utilization; Reading Skills; Comparative Education; Comparative Analysis; Academic Achievement; Educational Policy; Policy Analysis; Outcomes of Education; Longitudinal Studies; Educational Opportunities; Equal Education; Reading Achievement; Spain + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Informationsnutzung; Reading skill; Lesefertigkeit; Vergleichende Erziehungswissenschaft; Schulleistung; Politics of education; Bildungspolitik; Politikfeldanalyse; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsangebot; Bildungschance; Leseleistung; Spanien
Abstract	In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education--based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01