Searching for the golden model of education: cross-national analysis of math achievement

Katerina Bodovski; Soo Yong Byun; Volha Chykina; Hee Jin Chung

doi:10.1080/03057925.2016.1274881

Searching for the golden model of education: cross-national analysis of math achievement

Katerina Bodovski, Soo Yong Byun, Volha Chykina, Hee Jin Chung

Department of Education

Research output: Contribution to journal › Article › peer-review

16 Scopus citations

Abstract

We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.

Original language	English
Pages (from-to)	722-741
Number of pages	20
Journal	Compare
Volume	47
Issue number	5
DOIs	https://doi.org/10.1080/03057925.2016.1274881
State	Published - 3 Sep 2017

Bibliographical note

Funding Information:
This work was supported by the Division of Social and Economic Sciences [grant number SES-1421590]. We acknowledge assistance provided by the Population Research Institute at Penn State University, which is supported by an infrastructure grant by the Eunice Kennedy Shriver National Institute of Child Health and Human Development [grant number R24-HD041025]. We thank Hyunjoon Park and Theodore Gerber for their thoughtful feedback on the project and the Editor and the two anonymous reviewers for their insightful comments and suggestions. Previous versions of this article were presented at the International Sociological Association RC 28 summer conference at the University of Pennsylvania (2015) and in the Sociology of Education section at the annual meeting of American Sociological Association in Seattle (2016). The authors are grateful for the feedback of the participants and the discussants.

Publisher Copyright:
© 2017 British Association for International and Comparative Education.

Keywords

differentiation
governmental spending on education
math achievement
socioeconomic gaps in achievement
Standardisation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/03057925.2016.1274881

Cite this

@article{cfc6083b777647f89b3d7e707ab6c516,

title = "Searching for the golden model of education: cross-national analysis of math achievement",

abstract = "We utilised four waves of TIMSS data in addition to the information we have collected on countries{\textquoteright} educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students{\textquoteright} math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.",

keywords = "differentiation, governmental spending on education, math achievement, socioeconomic gaps in achievement, Standardisation",

author = "Katerina Bodovski and Byun, {Soo Yong} and Volha Chykina and Chung, {Hee Jin}",

note = "Funding Information: This work was supported by the Division of Social and Economic Sciences [grant number SES-1421590]. We acknowledge assistance provided by the Population Research Institute at Penn State University, which is supported by an infrastructure grant by the Eunice Kennedy Shriver National Institute of Child Health and Human Development [grant number R24-HD041025]. We thank Hyunjoon Park and Theodore Gerber for their thoughtful feedback on the project and the Editor and the two anonymous reviewers for their insightful comments and suggestions. Previous versions of this article were presented at the International Sociological Association RC 28 summer conference at the University of Pennsylvania (2015) and in the Sociology of Education section at the annual meeting of American Sociological Association in Seattle (2016). The authors are grateful for the feedback of the participants and the discussants. Publisher Copyright: {\textcopyright} 2017 British Association for International and Comparative Education.",

year = "2017",

month = sep,

day = "3",

doi = "10.1080/03057925.2016.1274881",

language = "English",

volume = "47",

pages = "722--741",

journal = "Compare",

issn = "0305-7925",

publisher = "Routledge",

number = "5",

}

TY - JOUR

T1 - Searching for the golden model of education

T2 - cross-national analysis of math achievement

AU - Bodovski, Katerina

AU - Byun, Soo Yong

AU - Chykina, Volha

AU - Chung, Hee Jin

N1 - Funding Information: This work was supported by the Division of Social and Economic Sciences [grant number SES-1421590]. We acknowledge assistance provided by the Population Research Institute at Penn State University, which is supported by an infrastructure grant by the Eunice Kennedy Shriver National Institute of Child Health and Human Development [grant number R24-HD041025]. We thank Hyunjoon Park and Theodore Gerber for their thoughtful feedback on the project and the Editor and the two anonymous reviewers for their insightful comments and suggestions. Previous versions of this article were presented at the International Sociological Association RC 28 summer conference at the University of Pennsylvania (2015) and in the Sociology of Education section at the annual meeting of American Sociological Association in Seattle (2016). The authors are grateful for the feedback of the participants and the discussants. Publisher Copyright: © 2017 British Association for International and Comparative Education.

PY - 2017/9/3

Y1 - 2017/9/3

N2 - We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.

AB - We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.

KW - differentiation

KW - governmental spending on education

KW - math achievement

KW - socioeconomic gaps in achievement

KW - Standardisation

UR - http://www.scopus.com/inward/record.url?scp=85014769624&partnerID=8YFLogxK

U2 - 10.1080/03057925.2016.1274881

DO - 10.1080/03057925.2016.1274881

M3 - Article

AN - SCOPUS:85014769624

SN - 0305-7925

VL - 47

SP - 722

EP - 741

JO - Compare

JF - Compare

IS - 5

ER -

Searching for the golden model of education: cross-national analysis of math achievement

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Fingerprint

Cite this