A New Global Policy Regime Founded on Invalid Statistics? Hanushek, Woessmann, PISA, and Economic Growth

Autor/inn/en	Komatsu, Hikaru; Rappleye, Jeremy
Titel	A New Global Policy Regime Founded on Invalid Statistics? Hanushek, Woessmann, PISA, and Economic Growth
Quelle	In: Comparative Education, 53 (2017) 2, S.166-191 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1300008
Schlagwörter	Educational Policy; Statistical Analysis; Comparative Education; Economic Factors; Criticism; International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Validity; Primary Sources; Elementary Secondary Education; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Regression (Statistics); Cross Cultural Studies; Economic Development; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Statistische Analyse; Vergleichende Erziehungswissenschaft; Ökonomischer Faktor; Kritik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Gültigkeit; Primärquelle; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Cultural comparison; Kulturvergleich; Wirtschaftsentwicklung
Abstract	Several recent, highly influential comparative studies have made strong statistical claims that improvements on global learning assessments such as PISA will lead to higher GDP growth rates. These claims have provided the primary source of legitimation for policy reforms championed by leading international organisations, most notably the World Bank and OECD. To date there have been several critiques but these have been too limited to challenge the validity of the claims. The consequence is continued utilisation and citation of these strong claims, resulting in a growing aura of scientific truth and concrete policy reforms. In this piece we report findings from two original studies that invalidate these statistical claims. Our intent is to contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01