Abstract
We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 722-741 |
| Number of pages | 20 |
| Journal | Compare |
| Volume | 47 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 3 2017 |
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All Science Journal Classification (ASJC) codes
- Education
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Searching for the golden model of education : cross-national analysis of math achievement. / Bodovski, Katerina; Byun, Soo Yong; Chykina, Volha; Chung, Hee Jin.
In: Compare, Vol. 47, No. 5, 03.09.2017, p. 722-741.Research output: Contribution to journal › Article
TY - JOUR
T1 - Searching for the golden model of education
T2 - cross-national analysis of math achievement
AU - Bodovski, Katerina
AU - Byun, Soo Yong
AU - Chykina, Volha
AU - Chung, Hee Jin
PY - 2017/9/3
Y1 - 2017/9/3
N2 - We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.
AB - We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.
UR - http://www.scopus.com/inward/record.url?scp=85014769624&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85014769624&partnerID=8YFLogxK
U2 - 10.1080/03057925.2016.1274881
DO - 10.1080/03057925.2016.1274881
M3 - Article
C2 - 29151667
AN - SCOPUS:85014769624
VL - 47
SP - 722
EP - 741
JO - Compare
JF - Compare
SN - 0305-7925
IS - 5
ER -