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Education at a Glance 2006

OECD Indicators

image of Education at a Glance 2006

This 2006 edition of Education at a Glance enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.  The indicators look at who participates in education, what is spent on it and how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of student’s performance in key subject areas to the impact of education on earnings and on adults’ chances of employment.

New material in this edition includes further analysis of results of the 2003 survey of the OECD’s Programme for International Student Assessment (PISA), including student access to and use of ICT, analysis of the lowest performing students; and the effects on students performance of family background and the way classes are organised in schools; trend data on tertiary qualifications, including projections for the year 2014; trend data on survival rates in tertiary education; the impact of demographic trends on education systems, as well as projections on expenditure for the year 2015; trend data on expected years of education; instruction time per subject for 9-to-14-year-olds; and a picture of student mobility and the significance of internationalisation of higher education.

The ExcelTM spreadsheets used to create the tables and charts in this book are available via the StatLinks printed in this book.

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Institutional Differentiation, Socio-economic Status and 15-year-old Students' Mathematics Performance 2003

Centre for Educational Research and Innovation

As previous analyses of data from PISA have shown, socio-economic background accounts for a sizeable proportion of variance in mathematics performance. Some socio-economic background influences are attributable to the impact of student sorting or selection on the basis of differentiation practices in schools. This indicator examines the relative influence of socio-economic background and three forms of institutional differentiation on student mathematics performance on the PISA 2003 mathematics literacy assessment, and provides evidence on various forms of institutional differentiation and the proportion of variance in student mathematics performance that is associated with these practices relative to the proportion of variance that is attributable to students’ socio-economic backgrounds.

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