Does Schooling Actually Perpetuate Educational Inequality in Mathematics Performance? A Validity Question on the Measures of Opportunity to Learn in PISA

Autor/inn/en	Yang Hansen, Kajsa; Strietholt, Rolf
Titel	Does Schooling Actually Perpetuate Educational Inequality in Mathematics Performance? A Validity Question on the Measures of Opportunity to Learn in PISA
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 4, S.643-658 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang Hansen, Kajsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0935-3
Schlagwörter	Equal Education; Mathematics Achievement; Mathematics Instruction; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Self Concept; Construct Validity; Achievement Gap; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Selbstkonzept
Abstract	International assessments of mathematics have shown persistent and widely intensified socioeconomic inequalities in achievement worldwide over the last decades. Such achievement gaps may partly be due to the differences in students' personal and family characteristics. They may also be attributed to the schooling itself if school systems provide differentiated opportunity to learn (OTL) for children from privileged versus disadvantaged backgrounds. Previous research on the mechanism of the joint relationship among socioeconomic status (SES), academic achievement, and OTL produced inconclusive results. The main aim of the present study is to test whether schooling actually perpetuates social inequality in achievement, by reanalyzing PISA data. Specifically, we scrutinize the construct validity of the OTL measure in PISA that has been used in previous research. Our analyses reveal two latent dimensions of the OTL indicators in PISA, namely an unbiased OTL dimension and a self-concept dimension. The relationship between social background and mathematics achievement was only weakly mediated by OTL, when effect of students' self-concept was controlled for. Our results suggest that the previous research finding that schooling perpetuates social gaps in mathematics performance suffers from a construct validity problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01