Educational achievement in English-speaking countries: do different surveys tell the same story?
Educational achievement in English-speaking countries: do different surveys tell the same story?
International surveys of educational achievement are typically analysed in isolation from each other with no indication as to whether new results confirm or contradict those from earlier surveys. The paper pulls together results from four surveys to compare average levels of achievement, inequality of achievement, and the correlates of achievement (especially family background) among the six English-speaking OECD countries and between them and countries from Continental Europe. Our aim is to see whether a robust pattern emerges across the different sources: the Trends in International Maths and Science Study (TIMSS), the Programme of International Student Assessment (PISA), the Programme of International Reading Literacy Study (PIRLS) and the International Adult Literacy Survey (IALS).
Southampton Statistical Sciences Research Institute, University of Southampton
Micklewright, John
744a4bca-41f2-4cbb-9a4e-3e0effdaa739
Schnepf, Sylke V.
c987c810-d33c-4675-9764-b5e15c581dbc
11 June 2004
Micklewright, John
744a4bca-41f2-4cbb-9a4e-3e0effdaa739
Schnepf, Sylke V.
c987c810-d33c-4675-9764-b5e15c581dbc
Micklewright, John and Schnepf, Sylke V.
(2004)
Educational achievement in English-speaking countries: do different surveys tell the same story?
(S3RI Applications and Policy Working Papers, A04/10)
Southampton, UK.
Southampton Statistical Sciences Research Institute, University of Southampton
39pp.
Record type:
Monograph
(Working Paper)
Abstract
International surveys of educational achievement are typically analysed in isolation from each other with no indication as to whether new results confirm or contradict those from earlier surveys. The paper pulls together results from four surveys to compare average levels of achievement, inequality of achievement, and the correlates of achievement (especially family background) among the six English-speaking OECD countries and between them and countries from Continental Europe. Our aim is to see whether a robust pattern emerges across the different sources: the Trends in International Maths and Science Study (TIMSS), the Programme of International Student Assessment (PISA), the Programme of International Reading Literacy Study (PIRLS) and the International Adult Literacy Survey (IALS).
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Published date: 11 June 2004
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Local EPrints ID: 7806
URI: http://eprints.soton.ac.uk/id/eprint/7806
PURE UUID: 308607f4-b984-454d-a4a6-c6780551190b
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Date deposited: 11 Jun 2004
Last modified: 20 Feb 2024 03:18
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Contributors
Author:
John Micklewright
Author:
Sylke V. Schnepf
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