Cross-National Differences in Educational Achievement Inequality

Autor/in	Montt, Guillermo
Titel	Cross-National Differences in Educational Achievement Inequality
Quelle	In: Sociology of Education, 84 (2011) 1, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040710392717
Schlagwörter	Foreign Students; Teacher Effectiveness; Educational Objectives; Family Characteristics; Outcomes of Education; Academic Achievement; School Districts; Cross Cultural Studies; Equal Education; Correlation; Educational Opportunities; Achievement Gap; Foreign Countries; Comparative Education; Family Environment; Student Evaluation; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; School district; Schulbezirk; Cultural comparison; Kulturvergleich; Korrelation; Bildungsangebot; Bildungschance; Ausland; Vergleichende Erziehungswissenschaft; Familienmilieu; Schulnote; Studentische Bewertung; Sekundarschüler
Abstract	School systems are called not only to instruct and socialize students but also to differentiate among them. Although much research has investigated inequalities in educational outcomes associated with students' family background and other ascriptive traits, little research has examined cross-national differences in the total amount of differentiation that school systems produce, the total achievement inequality. This article evaluates whether two dimensions of educational systems--variations in opportunities to learn and intensity of schooling--are associated with achievement inequality independent of family background. It draws data from the Programme for International Student Assessment for more than 50 school systems and models the variance in achievement. Findings suggest that decreasing the variability in opportunities to learn--in the form of greater homogeneity in teacher quality and the absence of tracking--within the school system might reduce achievement inequality. More intense schooling is also related to lower achievement inequality to the extent that this intensity is homogeneously distributed within the school system, particularly in the form of a more highly qualified teacher workforce. (Contains 9 notes, 3 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10