Do Inequalities in Parents' Education Play an Important Role in PISA Students' Mathematics Achievement Test Score Disparities?

Autor/inn/en	Martins, Lurdes; Veiga, Paula
Titel	Do Inequalities in Parents' Education Play an Important Role in PISA Students' Mathematics Achievement Test Score Disparities?
Quelle	In: Economics of Education Review, 29 (2010) 6, S.1016-1033 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2010.05.001
Schlagwörter	Foreign Countries; Economics; Economic Factors; Mathematics Achievement; Academic Achievement; Achievement Tests; Scores; Educational Resources; Equal Education; Achievement Gap; Comparative Analysis; Correlation; Educational Policy; Input Output Analysis; Student Characteristics; Socioeconomic Background; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Volkswirtschaftslehre; Ökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsmittel; Korrelation; Politics of education; Bildungspolitik; Sozioökonomische Lage
Abstract	This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each country. There are important differences among countries. The inequality is higher in Germany, Greece, Great Britain, Belgium, and Portugal and is lower in Sweden and Finland. Socioeconomic factors represent between 14.9% and 34.6% of the overall inequality in education. The decomposition exercises add important insights for policy. Despite the differences, EU-15 member states can be categorized into two main groups. The first includes the Nordic countries plus Great Britain, Ireland, Portugal, Spain, and Greece, where socioeconomic-related inequality appears to be explained mainly by the students' background characteristics. In Portugal and, to a lesser extent, in Spain the high contribution of socioeconomic background is mainly due to the prevalence of high socioeconomic inequality and socioeconomic concentration of educational resources. The second group includes Austria, Belgium, Germany, Italy, Luxembourg, The Netherlands, and France. In these countries, the high impact of schools' composition on individual achievement is the main driver of the studied inequality. Differences between countries are also explored. (Contains 11 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10