Rethinking PISA Rankings: Complexity Theory and Alternative Approaches for Collaboration

• In Event: Hilton Roundtable 22
  In Roundtable Session: International Research on Maths and STEM

Abstract

In contrast to simple or complicated problems that have repeatable solutions, education systems are complex and have no reproducible, system-wide solutions. However, solutions intended for simple and complicated problems are often employed to resolve educational issues. This mismatch is problematic in international and comparative education, especially when policymakers are pressured to respond to the influential Program for International Student Assessment (PISA) rankings. According to complexity theory, education systems and reforms must be approached differently. Such approaches stress the importance of feedback from stakeholders and other actors. Using PISA scores, this paper explores whether cluster analysis can identify groups of countries that might benefit from greater collaboration and input from one another, rather than the competition frequently incited by PISA rankings.

Author

• Keanen McKinley, University of Cincinnati