Inequity and Excellence in Academic Performance: Evidence from 27 Countries

Autor/inn/en	Parker, Philip D.; Marsh, Herbert W.; Jerrim, John P.; Guo, Jiesi; Dicke, Theresa
Titel	Inequity and Excellence in Academic Performance: Evidence from 27 Countries
Quelle	In: American Educational Research Journal, 55 (2018) 4, S.836-858 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Philip D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218760213
Schlagwörter	Equal Education; Educational Quality; Academic Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Hypothesis Testing; Robustness (Statistics); Statistical Significance; Educational Trends; Correlation; Scores; Statistical Analysis; Germany; Poland; Sweden; Iceland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Hypothesenprüfung; Hypothesentest; Widerstandsfähigkeit; Bildungsentwicklung; Korrelation; Statistische Analyse; Deutschland; Polen; Schweden; Island
Abstract	Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) database, the current research explores within-country trajectories in achievement and inequality measures to test the hypothesis of an excellence/equity tradeoff in academic performance. We found negative relations between performance and inequality that are robust and of statistical and practical significance. Follow-up analysis suggests a focus on low and average performers may be critical to successful policy interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01