Placing PISA and PISA for Schools in Two Federalisms, Australia and the USA

Autor/inn/en	Lingard, Bob; Lewis, Steven
Titel	Placing PISA and PISA for Schools in Two Federalisms, Australia and the USA
Quelle	In: Critical Studies in Education, 58 (2017) 3, S.266-279 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2017.1316295
Schlagwörter	Foreign Countries; Comparative Analysis; Achievement Tests; International Assessment; Secondary School Students; Politics of Education; Outcomes of Education; Educational Policy; Sampling; Governance; Federal Government; Government Role; National Curriculum; Philanthropic Foundations; Common Core State Standards; Australia; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Educational policy; Bildungspolitik; Lernleistung; Schulerfolg; Politics of education; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bundesregierung; Philanthropismus; Common core curriculum; Curriculum; Kerncurriculum; Australien; USA
Abstract	This paper accepts that the OECD's PISA has become influential in policy terms globally, but analyses the ways that the main PISA and PISA for Schools tests are positioned differently in Australia and the USA because of contrasting educational federalisms in the two nations. Our argument is that while PISA is undoubtedly influential, its effects are nonetheless mediated by the political structures--here, the different models of federalism--present within different nations, which in turn leads to quite distinct "PISA effects". For instance, Australia oversamples on main PISA to make its data available for national and state-level policymaking, whereas the USA, with its focus on local governance in schooling, does not oversample, meaning that main PISA does not have a comparable policy salience as in Australia. Conversely, the newer PISA for Schools test originated in the USA with pressure from educators and philanthropic interests and has been implemented in a good number of schools, but it has not been taken up in the same way in Australia. Our analyses show how these differences reflect the idiosyncratic workings of federalism in the two nations, in which the federal government has a stronger policy and funding role in Australia than has hitherto been the case for the federal government in the USA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01