A Review and Evaluation of Approaches to Measure Equity in Educational Outcomes

Autor/inn/en	Nachbauer, Max; Kyriakides, Leonidas
Titel	A Review and Evaluation of Approaches to Measure Equity in Educational Outcomes
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 2, S.306-331 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nachbauer, Max)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1672757
Schlagwörter	Measurement Techniques; Outcomes of Education; Equal Education; School Effectiveness; Achievement Gap; Socioeconomic Status; Secondary School Students; Evaluation Criteria; Foreign Countries; Mathematics Achievement; Longitudinal Studies; Grade 5; Grade 7; Sampling; Germany + Suchen Sie Ihr Suchwort? Messtechnik; Lernleistung; Schulerfolg; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Sekundarschüler; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Deutschland
Abstract	This paper provides a critical review of indicators that can be used to measure equity in educational outcomes. These indicators are evaluated using different criteria. Further, analysis on how the sample structure affects equity measurements is undertaken. Analyses are based on theoretical reasoning and empirical data from the German National Educational Panel Study. This study is focused on achievement gaps related to socioeconomic status within secondary school classes. Results suggest medium to high convergent validity between different indicators. Longitudinal indicators outperform cross-sectional indicators in regard to considering student intake. Multilevel indicators are advantageous for handling sampling error. However, indicators based on ordinary least squares regression analysis and mean differences can be standardised and are easy to interpret. A strategy for choosing appropriate indicators to measure equity in education is presented. In regard to the sample structure, the number of students per class was found to be crucial for equity measurements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01