The Measurement of Educational Inequality : Achievement and Opportunity
Two related measures of educational inequality are proposed: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically...
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Oxford University Press on behalf of the World Bank
2015
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| Online Access: | http://hdl.handle.net/10986/23539 |
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okr-10986-235392021-04-23T14:04:15Z The Measurement of Educational Inequality : Achievement and Opportunity Ferreira, Francisco H.G. Gignoux, Jérémie achievement achievement tests achievements educational achievement educational outcomes educational policy enrollment household surveys learning learning achievement mobility primary education Reading schooling secondary education secondary schools student achievement student performance tertiary education test scores Two related measures of educational inequality are proposed: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically been overlooked in the literature: the implications of the standardization of test scores for inequality indices, and the possible sample selection biases arising from the Program of International Student Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by predetermined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling, and positively with tracking in secondary schools. 2015-12-29T20:47:48Z 2015-12-29T20:47:48Z 2014-05-27 Journal Article World Bank Economic Review 1564-698X http://hdl.handle.net/10986/23539 en_US CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Oxford University Press on behalf of the World Bank Publications & Research :: Journal Article Publications & Research |
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Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
en_US |
| topic |
achievement achievement tests achievements educational achievement educational outcomes educational policy enrollment household surveys learning learning achievement mobility primary education Reading schooling secondary education secondary schools student achievement student performance tertiary education test scores |
| spellingShingle |
achievement achievement tests achievements educational achievement educational outcomes educational policy enrollment household surveys learning learning achievement mobility primary education Reading schooling secondary education secondary schools student achievement student performance tertiary education test scores Ferreira, Francisco H.G. Gignoux, Jérémie The Measurement of Educational Inequality : Achievement and Opportunity |
| description |
Two related measures of educational inequality are proposed: one for educational
achievement and another for educational opportunity. The former is the simple variance
(or standard deviation) of test scores. Its selection is informed by consideration
of two measurement issues that have typically been overlooked in the literature: the
implications of the standardization of test scores for inequality indices, and the possible
sample selection biases arising from the Program of International Student
Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by predetermined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is
uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling, and positively with tracking in secondary schools. |
| format |
Journal Article |
| author |
Ferreira, Francisco H.G. Gignoux, Jérémie |
| author_facet |
Ferreira, Francisco H.G. Gignoux, Jérémie |
| author_sort |
Ferreira, Francisco H.G. |
| title |
The Measurement of Educational Inequality : Achievement and Opportunity |
| title_short |
The Measurement of Educational Inequality : Achievement and Opportunity |
| title_full |
The Measurement of Educational Inequality : Achievement and Opportunity |
| title_fullStr |
The Measurement of Educational Inequality : Achievement and Opportunity |
| title_full_unstemmed |
The Measurement of Educational Inequality : Achievement and Opportunity |
| title_sort |
measurement of educational inequality : achievement and opportunity |
| publisher |
Oxford University Press on behalf of the World Bank |
| publishDate |
2015 |
| url |
http://hdl.handle.net/10986/23539 |
| _version_ |
1764454129909891072 |