Literaturnachweis - Detailanzeige
Autor/in | Merry, Joseph J. |
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Titel | Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood: Evidence from the United States and Canada |
Quelle | In: Sociology of Education, 86 (2013) 3, S.234-252 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0038-0407 |
DOI | 10.1177/0038040712472913 |
Schlagwörter | Reading Skills; Foreign Countries; Cross Cultural Studies; Teacher Competencies; Curriculum; Time Factors (Learning); Socioeconomic Influences; Equal Education; Cultural Differences; Scores; Reading Achievement; Student Diversity; Social Differences; Child Health; Access to Health Care; Racial Differences; Family Structure; Family Involvement; Achievement Gap; Early Childhood Education; Secondary Education; Vocabulary Skills; Canada; United States; National Longitudinal Survey of Youth; Peabody Picture Vocabulary Test; Program for International Student Assessment Reading skill; Lesefertigkeit; Ausland; Cultural comparison; Kulturvergleich; Lehrkunst; Curricula; Lehrplan; Rahmenplan; Sozioökonomischer Faktor; Kultureller Unterschied; Leseleistung; Sozialer Unterschied; Rassenunterschied; Familienkonstellation; Familiensystem; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sekundarbereich; Aktiver Wortschatz; Kanada; USA |
Abstract | Why does the United States lag behind so many other countries on international education assessments? The traditional view targets school-based explanations--U.S. schools attract poorer teachers and lack the proper incentives. But the U.S. educational system may also serve children with comparatively greater academic challenges as a result of poorer social conditions. One way of gaining leverage on this issue is to understand when U.S. students fall behind their international counterparts. I first compare reading/vocabulary test scores for U.S. and Canadian children (ages 4-5) using National Longitudinal Study of Youth 1979-Children and Youth (NLSY79) and Canada's National Longitudinal Study of Children and Youth (NLSCY). I then compare the magnitude of these differences to similar cohorts of students at ages 15 to 16 using data from the Programme for International Student Assessment (PISA). Findings indicate that while the Canadian advantage in PISA is substantial (0.30 standard deviation units), this advantage already existed at ages 4 to 5, before formal schooling had a chance to matter. I discuss the implications of this pattern for interpreting international test score rankings. (Contains 19 notes and 3 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |