PISA in Focus

Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
ISSN: 
2226-0919 (online)
http://dx.doi.org/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.
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Page: 1 (N° 75) , 2 (N° 25) | Next
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  N° 75   29 Aug 2017
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    http://oecd.metastore.ingenta.com/content/06c8a756-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-the-quality-of-learning-outcomes-fall-when-education-expands-to-include-more-disadvantaged-students_06c8a756-en
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Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
OECD
Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million...
  N° 74   18 July 2017
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    http://oecd.metastore.ingenta.com/content/728d6464-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-much-of-a-problem-is-bullying-at-school_728d6464-en
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How much of a problem is bullying at school?
OECD
For the first time, the 2015 round of PISA collected data on students’ exposure to bullying. These data show that bullying is widespread. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times...
  N° 73   20 June 2017
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    http://oecd.metastore.ingenta.com/content/744d881a-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-spend-enough-time-learning_744d881a-en
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Do students spend enough time learning?
OECD
In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like...
  N° 72   24 May 2017
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    http://oecd.metastore.ingenta.com/content/21dc1a9a-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-15-year-olds-really-know-about-money_21dc1a9a-en
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What do 15-year-olds really know about money?
OECD
Globalisation and digital technologies have made financial services and products more widely accessible and at the same time more complex to handle. Responsibility for investing in higher education or planning for retirement is increasingly assumed...
  N° 71   19 Apr 2017
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    http://oecd.metastore.ingenta.com/content/3512d7ae-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-students-happy_3512d7ae-en
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Are students happy?
OECD
Schools are not only places where students acquire academic skills; they are also social environments where children can develop the social and emotional competencies that they need to thrive. Yet despite the global interest in students’ well-being,...
  N° 70   21 Mar 2017
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    http://oecd.metastore.ingenta.com/content/87acdc87-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-we-know-about-teachers-selection-and-professional-development-in-high-performing-countries_87acdc87-en
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What do we know about teachers’ selection and professional development in high-performing countries?
OECD
High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive...
  N° 69   27 Feb 2017
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    http://oecd.metastore.ingenta.com/content/76e7442c-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-kind-of-careers-in-science-do-15-year-old-boys-and-girls-expect-for-themselves_76e7442c-en
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What kind of careers in science do 15-year-old boys and girls expect for themselves?
OECD
On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds...
  N° 68   31 Jan 2017
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    http://oecd.metastore.ingenta.com/content/33602e45-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/where-did-equity-in-education-improve-over-the-past-decade_33602e45-en
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Where did equity in education improve over the past decade?
OECD
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education...
  N° 67   09 Dec 2016
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    http://oecd.metastore.ingenta.com/content/aa9237e6-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/pisa-2015-results-in-focus_aa9237e6-en
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PISA 2015 Results in Focus
OECD
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series...
  N° 66   15 Nov 2016
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    http://oecd.metastore.ingenta.com/content/5jln4nfnqt7l-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-does-pisa-assess-science-literacy_5jln4nfnqt7l-en
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How does PISA assess science literacy?
OECD
The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as “the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”. To succeed on the PISA science...
  N° 65   06 Sep 2016
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    http://oecd.metastore.ingenta.com/content/5jlsh10gd6lr-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/should-all-students-be-taught-complex-mathematics_5jlsh10gd6lr-en
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Should all students be taught complex mathematics?
OECD
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics...
  N° 64   12 July 2016
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    http://oecd.metastore.ingenta.com/content/5jlv8zq6hw43-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-there-differences-in-how-advantaged-and-disadvantaged-students-use-the-internet_5jlv8zq6hw43-en
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Are there differences in how advantaged and disadvantaged students use the Internet?
OECD
Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology. In the five Nordic countries, as well as in Hong Kong-China,...
  N° 63   20 June 2016
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    http://oecd.metastore.ingenta.com/content/5jlwpxwblzjf-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-disadvantaged-students-given-equal-opportunities-to-learn-mathematics_5jlwpxwblzjf-en
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Are disadvantaged students given equal opportunities to learn mathematics?
OECD
Some 65% of socio-economically advantaged students reported that they know well or have often heard of the concept of quadratic function, on average across OECD countries; but only 43% of disadvantaged students so reported. On average across OECD...
  N° 62   24 May 2016
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    http://oecd.metastore.ingenta.com/content/5jlz6r8lvwwc-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-low-performers-missing-learning-opportunities_5jlz6r8lvwwc-en
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Are low performers missing learning opportunities?
OECD
In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems easily compared to only 13%...
  N° 61   18 Mar 2016
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    http://oecd.metastore.ingenta.com/content/5jm29kw38mlq-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/is-memorisation-a-good-strategy-for-learning-mathematics_5jm29kw38mlq-en
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Is memorisation a good strategy for learning mathematics?
OECD
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive...
  N° 60   10 Feb 2016
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    http://oecd.metastore.ingenta.com/content/5jm3xh670q7g-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-are-the-low-performing-students_5jm3xh670q7g-en
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Who are the low-performing students?
OECD
No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least...
  N° 59   12 Jan 2016
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    http://oecd.metastore.ingenta.com/content/5jm5fb7cq0zp-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-it-matter-how-much-time-students-spend-on-line-outside-of-school_5jm5fb7cq0zp-en
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Does it matter how much time students spend on line outside of school?
OECD
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of...
  N° 58   09 Dec 2015
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    http://oecd.metastore.ingenta.com/content/5jrp3qdk2fzp-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-wants-to-become-a-teacher_5jrp3qdk2fzp-en
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Who wants to become a teacher?
OECD
Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries,students who expect to work as teachers have poorer...
  N° 57   16 Nov 2015
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    http://oecd.metastore.ingenta.com/content/5jrqj7vk0jhk-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/can-schools-help-to-integrate-immigrants_5jrqj7vk0jhk-en
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Can schools help to integrate immigrants?
OECD
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools. Immigrant students from...
  N° 56   13 Oct 2015
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    http://oecd.metastore.ingenta.com/content/5jrs3cfzg836-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-confident-are-students-in-their-ability-to-solve-mathematics-problems_5jrs3cfzg836-en
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How confident are students in their ability to solve mathematics problems?
OECD
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school. There is a strong...
  N° 55   15 Sep 2015
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    http://oecd.metastore.ingenta.com/content/5jrtmzscrhr6-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/who-are-the-best-online-readers_5jrtmzscrhr6-en
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Who are the best online readers?
OECD
The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the United States show the most...
  N° 54   25 Aug 2015
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    http://oecd.metastore.ingenta.com/content/5jrw21j8drmv-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/is-spending-more-hours-in-class-better-for-learning_5jrw21j8drmv-en
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Is spending more hours in class better for learning?
OECD
Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics classes varies by more than...
  N° 53   09 July 2015
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    http://oecd.metastore.ingenta.com/content/5jrxqs8mv327-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/can-the-performance-gap-between-immigrant-and-non-immigrant-students-be-closed_5jrxqs8mv327-en
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Can the performance gap between immigrant and non-immigrant students be closed?
OECD
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average,...
  N° 52   01 June 2015
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    http://oecd.metastore.ingenta.com/content/5js04vz2cf9q-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-have-schools-changed-over-the-past-decade_5js04vz2cf9q-en
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How have schools changed over the past decade?
OECD
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries. Greater financial investments in education provided schools with better teaching staff, instructional materials...
  N° 51   01 May 2015
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    http://oecd.metastore.ingenta.com/content/5js1qfw4n6wj-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-do-parents-look-for-in-their-child-s-school_5js1qfw4n6wj-en
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What do parents look for in their child's school?
OECD
When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation. The children of...
  N° 50   01 Apr 2015
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    http://oecd.metastore.ingenta.com/content/5js391zxjjf1-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en
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Do teacher-student relations affect students' well-being at school?
OECD
Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards...
  N° 49   01 Mar 2015
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    http://oecd.metastore.ingenta.com/content/5js4xffhhc30-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-lies-behind-gender-inequality-in-education_5js4xffhhc30-en
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What Lies Behind Gender Inequality in Education?
OECD
While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant gender differences in...
  N° 48   01 Feb 2015
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    http://oecd.metastore.ingenta.com/content/5js6b2579tnx-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-math-make-you-anxious_5js6b2579tnx-en
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Does Math Make You Anxious?
OECD
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics. Teachers’ use of...
  N° 47   01 Jan 2015
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    http://oecd.metastore.ingenta.com/content/5js7q3kbkklt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-has-student-performance-evolved-over-time_5js7q3kbkklt-en
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How has Student Performance Evolved Over Time?
OECD
Every three years, when PISA results are published, the world’s media focuses on countries’ rankings in mathematics, reading and science performance. Often, what is lost in the subsequent national-level soulsearching about how to improve student...
  N° 46   01 Dec 2014
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    http://oecd.metastore.ingenta.com/content/5jxrhqhtx2xt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-homework-perpetuate-inequities-in-education_5jxrhqhtx2xt-en
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Does Homework Perpetuate Inequities in Education?
OECD
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged...
  N° 45   01 Nov 2014
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    http://oecd.metastore.ingenta.com/content/5jxszm0bzxnn-en.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...
  N° 44   01 Oct 2014
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    http://oecd.metastore.ingenta.com/content/5jxvl3zwbzwg-en.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...
  N° 43   01 Sep 2014
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    http://oecd.metastore.ingenta.com/content/5jxwwfp1ngr7-en.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...
  N° 42   01 Aug 2014
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    http://oecd.metastore.ingenta.com/content/5jz0v4zzbcmv-en.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...
  N° 41   01 July 2014
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    http://oecd.metastore.ingenta.com/content/5jz159737gd7-en.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...
  N° 40   01 June 2014
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    http://oecd.metastore.ingenta.com/content/5jz15974pzvg-en.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...
  N° 39   01 May 2014
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    http://oecd.metastore.ingenta.com/content/5jz5hlpb6nxw-en.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...
  N° 38   01 Apr 2014
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    http://oecd.metastore.ingenta.com/content/5jz6zgzq6vd8-en.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...
  N° 37   01 Mar 2014
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    http://oecd.metastore.ingenta.com/content/5jz777gcd0vj-en.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...
  N° 36   01 Feb 2014
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    http://oecd.metastore.ingenta.com/content/5jz8mr7kp026-en.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...
  N° 35   01 Jan 2014
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    http://oecd.metastore.ingenta.com/content/5jzb019jwmd5-en.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...
  N° 34   01 Nov 2013
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    http://oecd.metastore.ingenta.com/content/5k3wb8k5vr7l-en.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...
  N° 33   01 Nov 2013
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    http://oecd.metastore.ingenta.com/content/5k3wb8k80n7k-en.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...
  N° 32   01 Sep 2013
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    http://oecd.metastore.ingenta.com/content/5k40d63gcd44-en.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...
  N° 31   01 Sep 2013
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    http://oecd.metastore.ingenta.com/content/5k40hdhft3bx-en.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...
  N° 30   01 June 2013
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    http://oecd.metastore.ingenta.com/content/5k4220w36z25-en.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...
  N° 29   01 May 2013
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    http://oecd.metastore.ingenta.com/content/5k44zcpqn5q4-en.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...
  N° 28   01 May 2013
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    http://oecd.metastore.ingenta.com/content/5k46l8w342jc-en.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...
  N° 27   01 Apr 2013
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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...
  N° 26   01 Mar 2013
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    http://oecd.metastore.ingenta.com/content/5k49czl2s8bv-en.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...
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