PISA in Focus

Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
ISSN :
2226-0919 (online)
DOI :
10.1787/22260919
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PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way.
Also available in: French
 
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Mark Number Date TitleClick to Access
  N° 45   01 Nov 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jxszm0bzxnn.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-countries-with-high-mean-performance-in-pisa-maintain-their-lead-as-students-age_5jxszm0bzxnn-en
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Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
OECD
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high level by the time they complete compulsory...
  N° 44   01 Oct 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jxvl3zwbzwg.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-is-equity-in-resource-allocation-related-to-student-performance_5jxvl3zwbzwg-en
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How is Equity in Resource Allocation Related to Student Performance?
OECD
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among the countries with...
  N° 43   01 Sep 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jxwwfp1ngr7.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-disadvantaged-students-more-likely-to-repeat-grades_5jxwwfp1ngr7-en
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Are Disadvantaged Students more Likely to Repeat Grades?
OECD
One in eight students across OECD countries has repeated a grade at least once before the age of 15. Many countries reduced the rate of grade repetition between 2003 and 2012. One in five disadvantaged 15-year-olds has repeated a grade. Even among students with similar academic...
  N° 42   01 Aug 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz0v4zzbcmv.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/when-is-competition-between-schools-beneficial_5jz0v4zzbcmv-en
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When is Competition Between Schools Beneficial?
OECD
In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. Across countries and economies, performance is unrelated to whether or not schools have to compete for students. When choosing a...
  N° 41   01 July 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz159737gd7.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-15-year-olds-know-how-to-manage-money_5jz159737gd7-en
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Do 15-year-olds Know How to Manage Money?
OECD
On average across the 13 OECD countries and economies that participated in the PISA financial literacy assessment, 10% of students can analyse complex financial products and solve non-routine financial problems, while 15% can, at best, make simple decisions about everyday spending, and...
  N° 40   01 June 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz15974pzvg.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-pre-primary-education-reach-those-who-need-it-most_5jz15974pzvg-en
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Does Pre-primary Education Reach Those Who Need it Most?
OECD
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in pre-primary attendance rates between...
  N° 39   01 May 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz5hlpb6nxw.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-grouping-and-selecting-students-for-different-schools-related-to-students-motivation-to-learn_5jz5hlpb6nxw-en
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Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
OECD
On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly motivated. Students’ motivation to learn...
  N° 38   01 Apr 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz6zgzq6vd8.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-15-year-olds-creative-problem-solvers_5jz6zgzq6vd8-en
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Are 15-Year-Olds Creative Problem-solvers?
OECD
To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs well in core school subjects doesn’t mean he or she is proficient...
  N° 37   01 Mar 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz777gcd0vj.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-have-the-drive-to-succeed_5jz777gcd0vj-en
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Do Students Have the Drive to Succeed?
OECD
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a product of hard work, rather than inherited...
  N° 36   01 Feb 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jz8mr7kp026.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-parents-occupations-have-an-impact-on-student-performance_5jz8mr7kp026-en
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Do Parents' Occupations Have an Impact on Student Performance?
OECD
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship between parents’ occupations and...
  N° 35   01 Jan 2014 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5jzb019jwmd5.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-are-the-school-truants_5jzb019jwmd5-en
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Who Are the School Truants?
OECD
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school systems skip classes or days of school. For students in OECD...
  N° 34   01 Nov 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k3wb8k5vr7l.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-are-the-strong-performers-and-successful-reformers-in-education_5k3wb8k5vr7l-en
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Who Are the Strong Performers and Successful Reformers in Education?
OECD
Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards improvement. Countries/Economies that have...
  N° 33   01 Nov 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k3wb8k80n7k.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-immigrant-students-tell-us-about-the-quality-of-education-systems_5k3wb8k80n7k-en
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What Do Immigrant Students Tell Us About the Quality of Education Systems?
OECD
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar socio-economic status is smaller in school systems...
  N° 32   01 Sep 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k40d63gcd44.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-perform-better-in-schools-with-orderly-classrooms_5k40d63gcd44-en
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Do Students Perform Better in Schools with Orderly Classrooms?
OECD
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to...
  N° 31   01 Sep 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k40hdhft3bx.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-are-the-academic-all-rounders_5k40hdhft3bx-en
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Who are the Academic All-rounders?
OECD
On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these students than any other country or economy.
  N° 30   01 June 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k4220w36z25.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/could-learning-strategies-reduce-the-performance-gap-between-advantaged-and-disadvantaged-students_5k4220w36z25-en
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Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
OECD
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.
  N° 29   01 May 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k44zcpqn5q4.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-immigrant-students-reading-skills-depend-on-how-long-they-have-been-in-their-new-country_5k44zcpqn5q4-en
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Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
OECD
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where the home language differs from their new...
  N° 28   01 May 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k46l8w342jc.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-makes-urban-schools-different_5k46l8w342jc-en
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What Makes Urban Schools Different?
OECD
In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and other students. Schools in urban settings are...
  N° 27   01 Apr 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k4818hwp89v.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-it-matter-which-school-a-student-attends_5k4818hwp89v-en
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Does it Matter Which School a Student Attends?
OECD
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend the same school can be expected to...
  N° 26   01 Mar 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k49czl2s8bv.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/grade-expectations_5k49czl2s8bv-en
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Grade Expectations
OECD
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have better performance and attitudes than boys and...
  N° 25   01 Feb 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k4bwpbqrz9s.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-countries-moving-towards-more-equitable-education-systems_5k4bwpbqrz9s-en
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Are Countries Moving Towards More Equitable Education Systems?
OECD
PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others. Some countries and economies have shown that improvements in equity can be achieved at the same time as improvements in overall...
  N° 24   01 Jan 2013 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k4c78mk3g6f.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-students-think-about-school_5k4c78mk3g6f-en
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What Do Students Think About School?
OECD
Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is conducive to learning tend to have more positive attitudes towards school.
  N° 23   01 Dec 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k4c78mmxchb.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-students-expect-to-do-after-finishing-upper-secondary-school_5k4c78mmxchb-en
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What Do Students Expect To Do After Finishing Upper Secondary School?
OECD
The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%). Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while many low-performing students think they will...
  N° 22   01 Nov 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k8zpcj3qnxt.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-do-immigrant-students-fare-in-disadvantaged-schools_5k8zpcj3qnxt-en
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How Do Immigrant Students Fare in Disadvantaged Schools?
OECD
Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school, as reflected in the proportion of students...
  N° 21   01 Oct 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k918xhzk88t.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-today-s-15-year-olds-feel-environmentally-responsible_5k918xhzk88t-en
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Do Today's 15-Year-Olds Feel Environmentally Responsible?
OECD
Most 15-year-olds in OECD countries have some understanding of environmental issues and feel that threats to the environment are a serious concern for them and/or for other people in their country. Scientific understanding of the environment is key if students are to have a...
  N° 20   01 Sep 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k91d4jp42s7.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-school-vouchers-associated-with-equity-in-education_5k91d4jp42s7-en
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Are School Vouchers Associated with Equity in Education?
OECD
Privately managed schools tend to attract more advantaged student populations; but the difference between the socio-economic profiles of public and private schools is narrowed when privately managed schools receive higher levels of public funding. The difference between the socio-economic...
  N° 19   01 Aug 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k91d4jrld9q.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/is-there-really-such-a-thing-as-a-second-chance-in-education_5k91d4jrld9q-en
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Is there really such a Thing as a "Second Chance" in Education?
OECD
While the reading proficiency of Canadian 15-year-olds closely predicts reading proficiency at age 24, young adults can shape their reading skills after the end of compulsory schooling. In the transition to young adulthood, reading skills generally improve – but more for some groups than for...
  N° 18   01 July 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k961l4ccczt.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-students-more-engaged-when-schools-offer-extracurricular-activities_5k961l4ccczt-en
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Are Students More Engaged When Schools Offer Extracurricular Activities?
OECD
Science project. The very phrase is nearly synonymous with hands-on learning, learning-by-doing, collaboration. Are students more engaged and do they perform better in science if their school encourages them to work on science projects, participate in science fairs, belong to a science-related...
  N° 17   01 June 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k962hdqjflr.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-large-cities-educational-assets-or-liabilities_5k962hdqjflr-en
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Are Large Cities Educational Assets or Liabilities?
OECD
Large cities are generally educational assets: in most countries, performance improves dramatically when only the scores of students in urban areas are considered, although this is not the case in some countries, such as Belgium, Slovenia, the United Kingdom and the United States. When...
  N° 16   01 May 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k98q27r2stb.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-performance-based-pay-improve-teaching_5k98q27r2stb-en
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Does Performance-Based Pay Improve Teaching?
OECD
PISA has long established that high-performing education systems tend to pay their teachers more. They also often prioritise the quality of teaching over other choices, including class size. But in the current budgetary climate, paying everybody more may not be a viable alternative. So many...
  N° 15   01 Apr 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9bdt3vsbf0.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-green-are-today-s-15-year-olds_5k9bdt3vsbf0-en
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How "Green" are Today's 15-Year-Olds?
OECD
Today's students are growing up in a precarious natural environment. Climate change and the loss of biodiversity threaten the ecosystems that support life; a lack of clean water and sanitation imperils the health of hundreds of millions of people every day. While trained geoscientists,...
  N° 14   01 Mar 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9d417g2933.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-kinds-of-careers-do-boys-and-girls-expect-for-themselves_5k9d417g2933-en
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What Kinds of Careers do Boys and Girls Expect for Themselves?
OECD
When you think of someone who is an engineer, do you imagine a man or a woman wearing a hardhat? How about when you imagine a teacher standing in front of a class of schoolchildren? If you answer "a man" to the first question, and "a woman" to the second, there’s probably a reason. And the...
  N° 13   01 Feb 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9fhmfzc4xx.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-money-buy-strong-performance-in-pisa_5k9fhmfzc4xx-en
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Does Money Buy Strong Performance in PISA?
OECD
This issue will show that strong performers do not invest scarce resources in smaller classes, but in higher teachers' salaries. They are neither the countries that spend the most on education, nor are they the wealthiest countries; rather they are the countries that are committed to providing...
  N° 12   01 Jan 2012 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9gzj7398bw.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-boys-and-girls-ready-for-the-digital-age_5k9gzj7398bw-en
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Are Boys and Girls Ready for the Digital Age?
OECD
Information and communication technologies revolutionise not only the speed at which information can be transmitted, but also how information is conveyed and received. Technological innovations have a profound effect on the types of skills that are demanded in today's labour markets and the...
  N° 11   01 Dec 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362hs646.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-are-school-systems-adapting-to-increasing-numbers-of-immigrant-students_5k9h362hs646-en
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How Are School Systems Adapting to Increasing Numbers of Immigrant Students?
OECD
Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and communication, the globalisation of the labour market,...
  N° 10   01 Nov 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362jdgnq.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-can-parents-do-to-help-their-children-succeed-in-school_5k9h362jdgnq-en
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What Can Parents Do to Help Their Children Succeed in School?
OECD
Most parents know, instinctively, that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But as many parents have to juggle competing demands at work and at home, there never seems to be enough time. Often,...
  N° 9   01 Oct 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362kcx9w.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/school-autonomy-and-accountability_5k9h362kcx9w-en
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School Autonomy and Accountability
OECD
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are intelligently combined, they tend to be associated with...
  N° 8   01 Sep 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362lhw32.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-today-read-for-pleasure_5k9h362lhw32-en
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Do Students Today Read for Pleasure?
OECD
Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school. Research also documents a strong link between reading practices, motivation and proficiency among adults. Proficiency in reading is...
  N° 7   01 Aug 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362mhtkd.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/private-schools_5k9h362mhtkd-en
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Private schools
OECD
At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in public schools. If private schools also attract...
  N° 6   01 July 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362n5z45.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/when-students-repeat-grades-or-are-transferred-out-of-school_5k9h362n5z45-en
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When Students Repeat Grades or Are Transferred Out of School
OECD
School systems handle the challenges of diverse student populations in different ways. Some countries have non-selective and comprehensive school systems that seek to provide all students with similar opportunities, leaving it to individual schools and teachers to meet the particular needs of...
  N° 5   01 June 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362p77tf.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-do-some-students-overcome-their-socio-economic-background_5k9h362p77tf-en
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How Do Some Students Overcome Their Socio-Economic Background?
OECD
Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students in the 2006 and 2009 PISA surveys displayed...
  N° 4   01 May 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362q5ng4.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/has-discipline-in-school-deteriorated_5k9h362q5ng4-en
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Has Discipline in School Deteriorated?
OECD
Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration on, and their engagement in, their lessons....
  N° 3   01 Apr 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362rftmq.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-investing-in-after-school-classes-pay-off_5k9h362rftmq-en
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Does Investing in After-School Classes Pay Off?
OECD
With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance – even if that means forsaking other fun and interesting...
  N° 2   01 Mar 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362shtlr.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/improving-performance-leading-from-the-bottom_5k9h362shtlr-en
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Improving Performance: Leading from the Bottom
OECD
Since the PISA 2000 and 2009 surveys both focused on reading, one can track in detail how student reading performance has changed over that period. Among the 26 OECD countries with comparable results in both assessments, Chile, Germany, Hungary, Israel, Korea, Poland, Portugal, and the partner...
  N° 1   01 Feb 2011 Click to Access: 
    http://oecd.metastore.ingenta.com/content/5k9h362tpvxp.pdf
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Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School?
OECD
It’s elementary: students benefit from pre-primary education. The OECD’s PISA 2009 results show that in practically all OECD countries 15-year-old students who had attended some pre-primary school outperformed students who had not. In fact, the difference between students who had attended for...
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