Annex A. LIST OF TABLES AVAILABLE ON LINE

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ANNEX A

LIST OF TABLES AVAILABLE ON LINE

The following tables are available in electronic form only.

Chapter 1 Who and where are the low-performing students?

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Table 1.1

Percentage of students above and below baseline in mathematics, reading and science

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Table 1.2

Percentage of students at or below Level 1 in mathematics, reading and science

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Table 1.3

Overlapping of low performance across subjects

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Table 1.4

Percentage of students below Level 1 in one or more subjects

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Table 1.5

Percentage of students below baseline in one, two or three subjects

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Table 1.6

Percentage of students who are low performers or score below Level 1 in at least one subject

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Table 1.7a

Absolute number of low performers in mathematics, reading and science (Part 1/2)

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Table 1.7b

Absolute number of low performers in mathematics, reading and science (Part 2/2)

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Table 1.8

Absolute number of low performers and students who score below Level 1 in all three subjects or in at least one subject

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Table 1.9

Percentage of low performers in mathematics in PISA 2003 through 2012

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Table 1.10

Percentage of students who score below Level 1, at Level 1 or at Level 2 in mathematics in PISA 2003 through 2012

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Table 1.11

Percentage of low performers in reading in PISA 2000 through 2012

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Table 1.12

Percentage of low performers in science in PISA 2003 through 2012

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Table 1.13

Relationship between student low performance and mean mathematics scores across countries and schools

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Table 1.14

Low performers in mathematics by quintile of performance within country/economy

 http://dx.doi.org/10.1787/888933318324

Chapter 2 Student background and low performance

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Table 2.1

Students’ socio-economic status and low performance in mathematics

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Table 2.2

Students’ socio-economic status and the likelihood of low performance in mathematics

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Table 2.3a

Gender and low performance in mathematics, reading and science (Part 1/2)

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Table 2.3b

Gender and low performance in mathematics, reading and science (Part 2/2)

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Table 2.4

Gender and low performance in mathematics, reading, science and in all subjects, by proficiency level

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Table 2.5

Gender and the likelihood of low performance in mathematics

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Table 2.6

Immigrant status and low performance in mathematics

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Table 2.7

Immigrant status and the likelihood of low performance in mathematics

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Table 2.8

Language spoken at home and low performance in mathematics

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Table 2.9

Language spoken at home and the likelihood of low performance in mathematics

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Table 2.10

Family structure and low performance in mathematics

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Table 2.11

Family structure and the likelihood of low performance in mathematics

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Table 2.12

Geographic location and low performance in mathematics

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Table 2.13

Geographic location and the likelihood of low performance in mathematics

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Table 2.14

Attendance at pre-primary school and low performance in mathematics

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Table 2.15

Attendance at pre-primary school and the likelihood of low performance in mathematics

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Table 2.16

Grade repetition and low performance in mathematics

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Table 2.17

Grade repetition and the likelihood of low performance in mathematics

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Table 2.18

Programme orientation and low performance in mathematics

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Table 2.19

Programme orientation and the likelihood of low performance in mathematics

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Table 2.20

Likelihood of low performance in mathematics, by students’ socio-economic, demographic and education background

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Table 2.21

Probability of low performance in mathematics across risk profiles, by students’ socio-economic status

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Table 2.22

Percentage of all low performers in mathematics from specific socio-economic, demographic and education groups

 http://dx.doi.org/10.1787/888933318331

Chapter 3 Engagement, motivation and self-confidence among low performers

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Table 3.1

Student truancy and low performance in mathematics

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Table 3.2a

Skipping school and low performance in mathematics

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Table 3.2b

Skipping some classes and low performance in mathematics

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Table 3.2c

Arriving late for school and low performance in mathematics

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Table 3.3

Hours spent doing homework and low performance in mathematics

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Table 3.4

Hours spent doing homework and the likelihood of low performance in mathematics

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Table 3.5a

Talking about mathematics problems with friends and low performance in mathematics

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Table 3.5b

Helping friends with mathematics and low performance in mathematics

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Table 3.5c

Doing extracurricular mathematics and low performance in mathematics

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Table 3.5d

Taking part in mathematics competitions and low performance in mathematics

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Table 3.5e

Doing more than two hours of mathematics per day outside school and low performance in mathematics

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Table 3.5f

Programming computers and low performance in mathematics

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Table 3.5g

Playing chess and low performance in mathematics

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Table 3.5h

Participating in a mathematics club and low performance in mathematics

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Table 3.6a

Finishing homework in time for mathematics class and low performance in mathematics

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Table 3.6b

Working hard on mathematics homework and low performance in mathematics

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Table 3.6c

Preparation for mathematics exams and low performance in mathematics

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Table 3.6d

Studying hard for mathematics quizzes and low performance in mathematics

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Table 3.6e

Listening in mathematics class and low performance in mathematics

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Table 3.6f

Paying attention in mathematics class and low performance in mathematics

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Table 3.6g

Avoiding distractions when studying mathematics and low performance in mathematics

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Table 3.7

Effort invested in the PISA test and low performance in mathematics

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Table 3.8

Perseverance and low performance in mathematics

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Table 3.9

Correlation between perseverance and mathematics work ethic, by low performance in mathematics

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Table 3.10

Interest in mathematics and low performance in mathematics

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Table 3.11

Correlation between interest in mathematics and participation in mathematics-related activities, by low performance in mathematics

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Table 3.12

Mathematics self-efficacy and self-concept, by low performance in mathematics

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Table 3.13

Association between low performance in mathematics, mathematics self-efficacy and mathematics anxiety

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Table 3.14

Correlations among students’ attitudes towards learning, by low performance in mathematics

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Table 3.15

Sense of belonging at school and low performance in mathematics

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Table 3.16

Correlation between the sense of belonging at school and skipping a day of school, by low performance in mathematics

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Table 3.17

Students’ attitudes towards school and learning, by socio-economic status and low performance in mathematics

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Table 3.18

Students’ attitudes towards school and learning, by the number of subjects in which students are low performers

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Table 3.19

Low performers’ attitudes towards school and learning, by subject in which students are low performers

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Table 3.20

Hours spent on after-school mathematics activities, Korea and OECD average

 http://dx.doi.org/10.1787/888933318342

Chapter 4 How school characteristics are related to low performance

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Table 4.1

Between-school variation in low performance in mathematics

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Table 4.2

Percentage of students who are in schools where 30% or more, 50% or more, and 80% or more of students are low performers in mathematics

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Table 4.3

Socio-economic profile of schools attended by low performers in mathematics

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Table 4.4

Socio-economic profile of schools, by students proficiency level in mathematics

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Table 4.5

Schools’ socio-economic profile and the likelihood of low performance in mathematics

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Table 4.6

Teachers’ expectations for students and low performance in mathematics

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Table 4.7

Teachers’ expectations for students and the likelihood of low performance in mathematics

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Table 4.8

Ability grouping for mathematics classes and low performance in mathematics

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Table 4.9

Ability grouping for mathematics classes and the likelihood of low performance in mathematics

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Table 4.10

Teachers’ support for students and low performance in mathematics

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Table 4.11

Teachers’ support in mathematics classes and the likelihood of low performance in mathematics

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Table 4.12

Teacher morale and low performance in mathematics

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Table 4.13

Teacher morale and the likelihood of low performance in mathematics

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Table 4.14

Teacher absenteeism and low performance in mathematics

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Table 4.15

Teacher absenteeism and the likelihood of low performance in mathematics

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Table 4.16

Mathematics-related extracurricular activities at school and low performance in mathematics

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Table 4.17

Mathematics-related extracurricular activities at school and the likelihood of low performance in mathematics

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Table 4.18

Creative extracurricular activities at school and low performance in mathematics

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Table 4.19

Creative extracurricular activities at school and the likelihood of low performance in mathematics

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Table 4.20

Parental pressure on school and low performance in mathematics

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Table 4.21

Parental pressure on school and the likelihood of low performance in mathematics

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Table 4.22

Quality of educational resources in school and low performance in mathematics

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Table 4.23

Quality of educational resources in school and the likelihood of low performance in mathematics

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Table 4.24

Teacher shortage and low performance in mathematics

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Table 4.25

Teacher shortage and the likelihood of low performance in mathematics

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Table 4.26

School type and low performance in mathematics

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Table 4.27

School type and the likelihood of low performance in mathematics

 http://dx.doi.org/10.1787/888933318354

Chapter 5 Policies governing school systems and low student performance

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Table 5.1

Socio-economic inclusion and low/top performance in mathematics

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Table 5.2

School resources and low/top performance in mathematics

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Table 5.3

School governance, asessments and accountability and low/top performance in mathematics

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Table 5.4

Sorting and selecting students and low/top performance in mathematics

 http://dx.doi.org/10.1787/888933318365