Annex B. LIST OF TABLES AVAILABLE ON LINE

https://doi.org/10.1787/888933831013

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Table 2.1

Student performance in science, by socio-economic status

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Table 2.2

Change between 2006 and 2015 in relationship between socio-economic status and science performance

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Table 2.3

Change between 2003 and 2015 in relationship between socio-economic status and mathematics performance

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Table 2.4

Change between 2000 and 2015 in relationship between socio-economic status and reading performance

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Table 2.5

Mathematics achievement in three international assessments, by number of books at home

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Table 2.6

Change between 2003 and 2015 in sense of belonging at school, by socio-economic status

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Table 2.7

Sense of belonging at school and socio-economic status, by science performance

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Table 2.8

Change between 2006 and 2015 in the index of science self-efficacy, by socio-economic status

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Table 2.9

Science self-efficacy and socio-economic status, by science performance

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Table 2.10

Change between 2006 and 2015 in students’ career expectations, by socio-economic status

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Table 2.11

Students’ career expectations and socio-economic status, by science performance

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Table 2.12

Educational attainment of adults born between 1901 and 1985

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Table 2.13

Highest level of education completed

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Table 2.14

Highest level of education completed, by age cohort

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Table 2.15

Highest level of education completed by respondent’s mother or father

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Table 2.16

Highest level of education completed by respondent’s mother or father, by respondent’s age cohort

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Table 2.17

Intergenerational educational mobility (nine categories)

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Table 2.18

Intergenerational educational mobility (three categories)

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Table 2.19

Intergenerational educational mobility (three categories), by respondent’s age cohort

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Table 2.20

Respondents who completed tertiary education

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Table 2.21

Respondents who completed tertiary education, by age cohort

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Table 2.22

Respondents who completed tertiary education, by parents’ education

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Table 2.23

Respondents who completed tertiary education, by parents’ education and age cohort

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Table 2.24

Increased likelihood of completing tertiary education, by parents’ education

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Table 2.25

Increased likelihood of completing tertiary education, by parents’ education and age cohort

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Table 2.26

Predicted probability of completing tertiary education, by parents’ education and age cohort

https://doi.org/10.1787/888933831032

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Table 3.1

Socio-economic status and science performance

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Table 3.2

Overlapping academic resilience across types

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Table 3.3

Nationally resilient students, by student characteristics

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Table 3.4

Nationally resilient students, by school characteristics

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Table 3.5

Core-skills resilient students, by student characteristics

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Table 3.6

Core-skills resilient students, by school characteristics

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Table 3.7

Internationally resilient students, by student characteristics

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Table 3.8

Internationally resilient students, by school characteristics

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Table 3.9a

Index of social and emotional resilience and its components

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Table 3.9b

Index of social and emotional well-being and its components

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Table 3.10

Social and emotional resilience, and performance in science

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Table 3.11

Social and emotional resilience, and academic resilience

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Table 3.12

Academic resilience, and the likelihood of social and emotional resilience

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Table 3.13

Socio-economically disadvantaged students among all PISA-participating students

https://doi.org/10.1787/888933831051

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Table 4.1

Distribution of disadvantaged students, by school socio-economic profile

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Table 4.2

School-level standard deviation in student socio-economic status

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Table 4.3

Correlation between school-level socio-economic profile and school socio-economic variability

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Table 4.4

Diversity of student socio-economic status in schools of different socio-economic profiles

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Table 4.5

Student performance, by student and school socio-economic profile

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Table 4.6a

Student performance, socio-economic profile and socio-economic diversity

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Table 4.6b

Performance of disadvantaged students, socio-economic profile and socio-economic diversity

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Table 4.6c

Performance of disadvantaged students, student and school socio-economic profile

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Table 4.7a

Science performance, by socio-economic profile and science resources

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Table 4.7b

Science performance, by socio-economic profile and student behaviour

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Table 4.7c

Science performance, by socio-economic profile and science competitions

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Table 4.7d

Science performance, by socio-economic profile and class size

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Table 4.8a

Science performance, by socio-economic profile and skipping a day of school

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Table 4.8b

Science performance, by socio-economic profile and skipping some classes

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Table 4.8c

Science performance, by socio-economic profile and late arrival at school

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Table 4.8d

Science performance, by socio-economic profile and required attendance at science class

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Table 4.8e

Science performance, by socio-economic profile and teacher-directed science instruction

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Table 4.8f

Science performance, by socio-economic profile and perceived feedback

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Table 4.8g

Science performance, by socio-economic profile and adaptive instruction

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Table 4.8h

Science performance, by socio-economic profile and enquiry-based science instruction

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Table 4.8i

Science performance, by socio-economic profile and disciplinary climate

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Table 4.8j

Science performance, by socio-economic profile and grade repetition

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Table 4.8k

Science performance, by socio-economic profile and time spent in science class

https://doi.org/10.1787/888933831070

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Table 5.1

Completed upper secondary education, by student characteristics

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Table 5.2

Completed upper secondary education, by PISA reading performance

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Table 5.3

Completed university by 25, by student characteristics

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Table 5.4

Completed university by 25, by PISA reading performance

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Table 5.5

Completed vocational tertiary education by 25, by student characteristics

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Table 5.6

Completed vocational tertiary education by 25, by PISA reading performance

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Table 5.7

Enrolled in tertiary education at 25, by student characteristics

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Table 5.8

Enrolled in tertiary education at 25, by PISA reading performance

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Table 5.9

Difference between expectations and actual employment requiring tertiary education

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Table 5.10

Expectations of and actual employment in jobs requiring tertiary education

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Table 5.11

Difference between expectations and actual employment in STEM fields

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Table 5.12

Expectations and actual employment in STEM fields

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Table 5.13

Working at 25

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Table 5.14

Working at 25, by PISA reading performance

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Table 5.15

NEET at 25

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Table 5.16

NEET at 25, by PISA reading performance

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Table 5.17

Unemployed and actively looking for work at 25

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Table 5.18

Unemployed and actively looking for work at 25, by PISA reading performance

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Table 5.19

Working in an occupation requiring tertiary education at 25

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Table 5.20

Working in an occupation requiring tertiary education at 25, by PISA reading performance

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Table 5.21

Working part time at 25

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Table 5.22

Working part time at 25, by PISA reading performance

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Table 5.23

Field of higher education, by parents’ education and gender

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Table 5.24

Type of skilled occupation, by parents’ education and gender

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Table 5.25

Attitudes towards learning at 15 and university completion

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Table 5.26

Family wealth and university completion

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Table 5.27

Cultural communication between parents and child, and university completion

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Table 5.28

Fifteen-year-old students’ cultural activities and university completion

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Table 5.29

Education and early employment outcomes, by school socio-economic profile

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Table 5.30

Average education expectations of schoolmates and university completion

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Table 5.31

Completed a STEM degree by 25

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Table 5.32

Completed a STEM degree at 25, by PISA science performance

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Table 5.33

Students from single-parent families and university completion

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Table 5.34

Parents’ employment at 15 and university completion

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Table 5.35

Structure of primary and secondary public education systems, by country

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Table 5.36

Shares of advantaged and disadvantaged students

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Table 5.37

Completed or enrolled in an advanced degree programme at 25, by student characteristics

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Table 5.38

Completed or enrolled in an advanced degree programme at 25, by PISA reading performance

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Table 5.39a

Literacy proficiency in PIAAC, performance in PISA 2000 and attitudes towards learning (Denmark)

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Table 5.39b

Literacy proficiency in PIAAC, performance in PISA 2000 and years of education (Denmark)

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Table 5.39c

Literacy proficiency in PIAAC, performance in PISA 2000 and family background (Denmark)

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Table 5.40a

Numeracy proficiency in PIAAC, performance in PISA 2000 and attitudes towards learning (Denmark)

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Table 5.40b

Numeracy proficiency in PIAAC, performance in PISA 2000 and years of education (Denmark)

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Table 5.40c

Numeracy proficiency in PIAAC, performance in PISA 2000 and family background (Denmark)

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Table 5.41

Decomposition of disparities in literacy and numeracy proficiency between advantaged and disadvantaged youth (Denmark)