Download - ISTP 2014 - Equity, Excellence and Inclusiveness in Education

ISTP 2014Equity, excellence and inclusiveness in education

Wellington, 28 March Andreas Schleicher

2

1.0

1.5

2.0

2.5

3.0

Skills transform lives and drive economies

Odds ratio

Increased likelihood of positive outcomes for adults with higher literacy skills (scoring at PIAAC Level 4/5 compared with those scoring at Level 1 or below)

33 Inequality in skills relates to how wealth is shared in nations

44

1.41.451.51.551.61.651.7

0.2

0.22

0.24

0.26

0.28

0.3

0.32

0.34

0.36

0.38

0.4

0.33593915

0.26078351

0.32350417

0.25612512

0.2478

0.3150587

0.25947413

0.295440.29327448

0.336604

0.32925796

0.3150.29374042

0.2501

0.3144635

0.25663323

0.31701137

0.259326

0.37823832

0.2591987

0.34461025

Literacy skills inequality (9th/1st decile)

Income inequality (Gini coefficient)

Low income inequalityLow skills inequality

High income inequalityLow skills inequality

High income inequalityHigh skills inequality

Low income inequalityHigh skills inequality

Aver

age

Average

Inequality in skills relates to how wealth is shared in nations

55 The false choice between equity and excellence

The false choice betweenequity and excellence

Some evidence from PISA 2012

410

420

430

440

450

460

470

480

490

500

510

520

530

540

550

560

570

580Mean score

High mathematics performance

Low mathematics performance

… Shanghai-China performs above this line (613)

… 12 countries perform below this line

Average performanceof 15-year-olds in

MathematicsFig I.2.13

Source: PISA 2012

Socially equitable distribution of learning

opportunities

High mathematics performance

Low mathematics performance

Average performanceof 15-year-olds in

mathematics

Strong socio-economic impact on student

performance

02468101214161820222426

AustraliaAustria

Belgium Canada

Chile

Czech Rep.Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Singapore

Hong Kong-ChinaChinese Taipei

Macao-ChinaLiechtenstein

Viet Nam

Latvia

Russian Fed.Lithuania

Croatia

SerbiaRomania

Bulgaria United Arab Emirates

KazakhstanThailand

Malaysia

2012


opportunities


performance

AustraliaAustria

Belgium Canada

Chile

Czech Rep.Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

AustraliaAustriaBelgiumCanadaChileCzech Rep.DenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSlovak Rep.SloveniaSpainSwedenSwitzerlandTurkeyUKUS

2012


opportunities


performance

AustraliaAustria

Belgium Canada

Chile

Czech Rep.Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US


AustraliaAustria

Belgium Canada

Chile

Czech Rep.Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US


Singapore

Shanghai

Singapore

2003 - 2012 Germany, Turkey and Mexico improved both their mathematics performance and equity levels

1515 Fostering resilience

The country where students go to class matters more than what social class students come from

1616PISA mathematics performance by decile of social background

Mex

ico

Gre

ece

Swed

en

Isra

el

Unite

d St

ates

Denm

ark

Aust

ralia

Unite

d Ki

ngdo

m

Cana

da

Aust

ria

Liec

hten

stei

n

Esto

nia

Slov

enia

New

Zea

land

Net

herl

ands

Switz

erla

nd

Belg

ium

Mac

ao-C

hina

Kore

a

Chin

ese

Taip

ei300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

18

420430440450460470480490500510520530540550560570580

2003

2003 20

03

2012

2012

2012

Don’t close achievement gaps the wrong wayPerformance differences between top and bottom quarter of socio-economic distribution

Quarter of most disadvantaged

students

PISA

per

form

ance

(mat

hem

atics

)

Quarter of most privileged students

Source: PISA 2012

1919 The rising demand for advanced skills

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009*

-20

-15

-10

-5

0

5

10

15

20

25%

Evolution of employment in occupational groups defined by PIAAC problem-solving skills

Employment of workers with advanced

problem-solving skills

Employment of workers with poor problem-solving skillsEmployment of workers with

medium-low problem-solving skills (PIAAC)

Source:PIAAC 2011

20

0

10

20

30

40

50

60%

Building excellencePercentage of top performers in mathematics

Tab I.2.1a

Across OECD, 13% of students are top performers (Level 5 or 6). They can develop and work with models for complex situations, and work strategically with advanced thinking and reasoning skills

Source: PISA 2012

2121Le

sson

s fro

m h

igh

perfo

rmer

s

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick wins

Excellence, Equity and Inclusiveness

2222Le

sson

s fro

m h

igh

perfo

rmer

s

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick winsAttract, nurture and retain

high quality teachers for the schools in greatest need Allocate resources equitably

Make high quality early-childhood education

accessible

Encourage autonomy in the context of accountability

Avoid segregation and stratification

Use assessment and evaluation to identify and support struggling

students and schools

2323 Align the resources with the challenges

Countering disadvantage without rewarding underperformance


-0.500.511.5300

350

400

450

500

550

600

650

700R² = 0

Equity in resource allocation (index points)

Mat

hem

atic

s pe

rform

ance

(sco

re p

oint

s)

Greater equityLess equity

Adjusted by per capita GDP

Countries with better performance in mathematics tend to allocate educational resources more equitably

Source: PISA 2012

2727 Adequate resources to address disadvantage

Disadvantaged schools reported more teacher shortage

Advantaged schools reported more teacher shortage

Kor

eaEs

toni

aIs

rael

Latv

iaSl

oven

iaIta

lyPo

land

Sing

apor

eA

rgen

tina

Net

herla

nds

Portu

gal

Col

ombi

aFr

ance

Finl

and

Tuni

sia

Mac

ao-C

hina

Spai

nG

reec

eSw

itzer

land

Nor

way

Rus

sian

Fed

.Ja

pan

Aus

tria

Mon

tene

gro

Cro

atia

Can

ada

OEC

D a

vera

geG

erm

any

Den

mar

kH

unga

ryU

nite

d K

ingd

omLu

xem

bour

gH

ong

Kon

g-C

hina

Bel

gium

Icel

and

Viet

Nam

Irela

ndU

nite

d St

ates

Chi

leC

zech

Rep

ublic

Serb

iaTu

rkey

Mex

ico

Indo

nesi

aU

rugu

aySh

angh

ai-C

hina

Slov

ak R

epub

licSw

eden

Bra

zil

New

Zea

land

Aus

tralia

Chi

nese

Tai

pei-0.5

-0.3

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5Difference between socio-economically disadvantaged and socio-economically advantaged schools

Mea

n in

dex

diffe

renc

e

A shortage of qualified teachers is more of concern in disadvantaged schools


Incremental cost

Administrative discretion

Formula funding

Countering disadvantage without rewarding underperformance

3232 Reflect student demography among teachers

…it helps not just minority students but everyone to better appreciate diversity and other peoples’ cultures

33

33

33 Prepare for work in disadvantaged schools

Preparation

• Reinforce initial teacher training including curriculum content for disadvantage

• Strengthening diagnostic capacity• Include practical field experience

• Both new and experienced teachers benefit

• Pedagogical and relational strategies

34

34

34 Attractive employment and careers

Careers

• Attracting talent• Flexible employment• Enhance mobility• Transparency in teacher labour

market

35

35

35 Achieving equity in devolved school systems

The question is not how many charter schools you have but how you enable every teacher to assume charter-like autonomy

36

36

36

-1.5 -1 -0.5 0 0.5 1 1.5300

350

400

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500

550

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650

531.551979302783

414.947431329217

430.53288984921

423.795593172672

484.685067484024

507.375949559565

493.913526079401

557.719613495498

454.493852942216459.674291542381

419.468595641077

488.357558008343

404.86657067849406.81928697245

410.692469685374

455.967032005237

396.468122669645

431.953772561969416.098738598916

300.849653448456

527.668467891543

404.539944308878

440.111661967012

474.054187560775

464.989161819408

547.743708881437

626.566663790363

452.789179885987

529.511834268283

497.071637137884

453.49524309675

482.577394045123

532.465311188924

506.274697797594

488.818411796174

402.907104971934

498.55233132561486.358212456265

502.809277446549

485.011835724539

525.143096315803

466.514022482625

460.853234111852

488.150072840935484.3703865799

468.514073102546

499.317279833724

438.810335285436

499.440165643771501.844010272146

478.664970193416480.554307802789

498.658254792673

481.116171960251

503.011259906496490.67709912419

463.432481043829

552.313972933536

478.845972683071R² = 0.133981453407518

Index of school responsibility for curriculum and assessment (index points)

Mat

hem

atic

s pe

rform

ance

(sco

re p

oint

s)Countries that grant schools autonomy over curricula and assessments tend to perform better in mathematics

Source: PISA 2012

Less school autonomy

More school autonomy

455

460

465

470

475

480

485

No standardised math policy

Standardised math policy

Schools with more autonomy perform better than schools with less autonomy in systems with standardised math policies

Score points

School autonomy for curriculum and assessment x system's extent of implementing a standardised math policy (e.g. curriculum and instructional materials)

Fig IV.1.16

Source: PISA 2012

Schools with more autonomy perform better than schools with less autonomy in systems with more collaboration



455

460

465

470

475

480

485

Teachers don't participate in management

Teachers participate in management

Score points

School autonomy for resource allocation x System's level of teachers participating in school managementAcross all participating countries and economies

Fig IV.1.17

Source: PISA 2012

Schools with more autonomy perform better than schools with less autonomy in systems with more accountability arrangements



464

466

468

470

472

474

476

478

School data not public

School data public

Score points

School autonomy for curriculum and assessment x system's level of posting achievement data publicly

Fig IV.1.16

Source: PISA 2012

41

41

41 School choice - what parents value

Mex

ico

Mac

ao-C

hina

Chi

le

Kor

ea

Hon

g K

ong-

Chi

na

Por

tuga

l

Italy

Ger

man

y

Bel

gium

(Fl.

Com

m.)

Hun

gary

0

10

20

30

40

50

60

70

80

All parentsParents in the bottom quarter of socio-economic statusParents in the top quarter of socio-economic status

%

A school’s particular approach to teaching is not a determining factor when parents choose a school for their child

Percentage of parents who reported that a particular approach to pedagogy is a very important criterion when choosing a school for their child

Fig IV.4.5

Source: PISA 2012

Chi

le

Mex

ico

Por

tuga

l

Kor

ea

Mac

ao-C

hina

Cro

atia

Hon

g K

ong-

Chi

na

Hun

gary

Ger

man

y

Bel

gium

(Fl.

Com

m.)

0

10

20

30

40

50

60

70

80


%

Financial aid for school is a greater concern among disadvantaged parents

Percentage of parents who reported that the availability of financial aid, such as a school loan, scholarship or grant, is a very important criterion when choosing a school for their child

Fig IV.4.5

Privileged parents value financial assistance less

Disadvantaged parents value financial assistance more

Source: PISA 2012

Kor

ea

Chi

le

Por

tuga

l

Mex

ico

Mac

ao-C

hina

Cro

atia

Hon

g K

ong-

Chi

na

Ger

man

y

Italy

Hun

gary

Bel

gium

(Fl.

Com

m.)

0

10

20

30

40

50

60

70

80


%

Advantaged families tend to seek out schools whose students are high achievers

Percentage of parents who reported that students’ high academic achievement is a very important criterion in choosing a school for their child

Fig IV.4.5

Privileged parents care much more about high standards

While disadvantaged parents worry about other things more

Source: PISA 2012

51

51

51 Square school choice with equity

Financial incentives

for schools

Assistance for disadvantaged

parents

Controlled choice

Financial incentives

Inform par-ents

Foster col-laboration

among teachers and

schools

Use student and school

assessments

• Provide support for teachers to exercise leadership in developing and improving professional practice

• Help teachers to be heard and to influence policy making, including on the content and structure of the curriculum

• Support teachers in setting the direction of their own professional development and in contributing to the professional development of their colleagues

• Enhance the key role teachers play in building collaborative relationships with parents and the wider community

• Promote the role of teachers in pupil assessment, teacher appraisal and school evaluation

• Enable teachers to participate in activities that lead to the creation and transfer of professional knowledge.

5252 Inclusive learning environments

Creating learning environments that meet the needs of all children

53

53

53 High expectations for all students

-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20300

350

400

450

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550

600

650

481.366786279212

517.501096817955

561.241096454551

391.459888954175

499.749902827587

452.973426858907

409.291567937716

493.934230896316

520.545521676786518.750335282979

394.329333356314

471.131460759248

490.571021411359

481.644744006327489.845098037208

513.525055819928

478.823277433358

505.540743249801

498.95788231768

559.824796201498

494.98467432064426.737491293011

536.406918234208

447.984414978954 478.260635903011

477.044455015488504.150766311124

466.48143014931

518.078519433354

501.497460196644438.738259877415

385.595556395556

422.632355405519

538.134494733918

U.A.E.

514.745238582901522.971758192682

484.319297801971

388.431709907139

375.114451681749

500.026756625414

431.798408505078

368.102547127357

406.999866988793

530.931003950397

409.626613284347

387.824629620249

492.795697239492

501.127422390953

376.4483986347

573.468314296641

487.063181343903

489.373070348755

376.488601072821

420.512967619054

413.281466667708

534.96508297892

553.766659143613

448.859130247604

Russian Fed.

444.554242787643

511.338207501182

485.321181012553

612.675536305453

f(x) = 138.160916953927 x + 477.587612682211R² = 0.368631715648504

PISA mean index of mathematics self-efficacy

Mea

n m

athe

mat

ics

perfo

rman

ce

OEC

D a

vera

ge

Countries where students have stronger beliefsin their abilities perform better in mathematics

Source: PISA 2012

56

56

56 A continuum of support for struggling studentsBe demanding for every student

Ensure that students feel valued and included and learning is collaborative

58

58

58 A data-rich school environment

National and school data

School-based strategies for analy-

sis

Data for support -ing learning

59

59

59 Reduce tracking and grade repetition

Both vertical and horizontal stratification hurt equity

62

62

62 Reach out to communities

Use diverse communication channels

63

63

63 Strengthen school leadership

Leadership pre-paration with

specialised knowledge on disadvantage

Reinforce coaching and

strengthen school net-

works

Attract great leaders to tough

schools

6565Le

sson

s fro

m h

igh

perfo

rmer

s

65

65 Thank you

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Email: [email protected]: SchleicherEDU

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