Searching for the Golden Model of Education: Cross-national Analysis of Math Achievement

• In Event: 244 - Regular Session. Inequality and Privilege in Education

Abstract

We utilized the four waves of TIMSS data in addition to the information we have collected on the countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, the variation in math achievement and SES effects on math achievement. Preliminary results: Higher level of standardization of educational systems was associated with higher average math achievement. The number of tracks at the secondary level was negatively associated with the average math achievement and positively associated with SES gaps in achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. By contrast, we found that higher income inequality (measured by Gini index) was associated with a lower average math achievement, a higher level of dispersion of math achievement and greater SES gaps in math achievement.

Authors

• Katerina Bodovski, The Pennsylvania State University, University Park

• Soo-yong Byun, The Pennsylvania State University

• Volha Chykina, The Pennsylvania State University

• Hee Jin Chung, Pennsylvania State University