PISA 2012 What makes schools and school systems successful

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1 PISA 2012 What makes schools and school systems successful OECD EMPLOYER BRAND Playbook Tue Halgreen OECD Poitiers, 8 July

2 2 The structure of the PISA assessment Reading Reading Reading Reading Reading Mathematics Mathematics Mathematics Mathematics Mathematics Science Science Science Science Science Problem Solving Digital Reading Problem Solving, Financial literacy, Digital Math, Digital reading

3 PISA 2012 Sample Question Helen the Cyclist Helen has just got a new bike. It has a speedometer which sits on the handlebar. The speedometer can tell Helen the distance she travels and her average speed for a trip. Helen rode 6 km to her aunt s house. Her speedometer showed that she had averaged 18 km/h for the whole trip. Which one of the following statements is correct? A. It took Helen 20 minutes to get to her aunt s house. B. It took Helen 30 minutes to get to her aunt s house. C. It took Helen 3 hours to get to her aunt s house. D. It is not possible to tell how long it took Helen to get to her aunt s house.

4 Shanghai-China Singapore Hong Kong-China Korea Chinese Taipei Macao-China Japan Liechtenstein Switzerland Estonia Netherlands Finland Canada Poland Vietnam Germany Belgium Austria Ireland Denmark Australia Czech Republic Slovenia New Zealand France United Kingdom Iceland OECD average Latvia Norway Luxembourg Portugal Spain Italy Russian Federation Slovak Republic Sweden Lithuania United States Hungary Israel Croatia Greece Serbia Turkey Bulgaria Romania United Arab Emirates Kazakhstan Chile Thailand Malaysia Uruguay Montenegro Mexico Albania Qatar Costa Rica Brazil Argentina Tunisia Jordan Peru Colombia Indonesia 100 PISA 2012 Sample Question Percent of 15-year-olds who scored Level 3 or Above

5 3 Mean performance in mathematics PISA 2012 Fig I.2.13 Mean score High mathematics performance Shanghai-China is above this level (613) Singapore Chinese Taipei Hong Kong-China Korea Poland Belgium Germany Austria Slovenia New Zealand Denmark Czech Republic France Luxembourg Latvia Portugal Spain Slovak Republic United States Hungary Israel Greece Romania Chile Macao-China Japan Liechtenstein Switzerland Netherlands Estonia Finland Canada Viet Nam Australia Ireland United Kingdom Iceland Norway Italy Russian Fed. Lithuania Sweden Croatia Serbia Turkey Bulgaria U.A.E. Kazakhstan Thailand Malaysia Mexico Low mathematics performance 12 countries perform below this line

6 4 Performance and equity: a tradeoff? Fig I.2.13 High mathematics performance Korea High impact of socio-economic condition on student outcomes Slovak Rep. Japan Switzerland Netherlands Estonia Poland Belgium Canada Finland Germany New ZealandDenmark Austria Australia Slovenia Ireland France Czech Rep. Iceland UK Luxembourg Norway Portugal Italy US Spain Sweden Hungary Low impact of socio-economic contion on outcomes Israel Greece Turkey Chile Mexico Low mathematics performance

7 Jordan Qatar Bulgaria Montenegro Finland Slovenia U.A.E. Lithuania Thailand Latvia Sweden Iceland Greece Croatia Norway Serbia Turkey Germany Israel France Estonia Poland Romania Malaysia Russian Fed. Hungary Slovak Republic Portugal Italy Czech Republic Argentina OECD average Austria Kazakhstan Switzerland Macao-China Uruguay Canada Australia New Zealand Chinese Taipei Singapore Belgium Viet Nam United States Denmark Tunisia Brazil Luxembourg Spain Ireland Indonesia Netherlands Hong Kong-China Costa Rica United Kingdom Liechtenstein Japan Shanghai-China Mexico Korea Chile Peru Colombia Albania Score-point difference (boys-girls) 7 Gender differences in reading performance Fig I In all countries and economies girls perform better in reading than boys

8 Hong Kong-China Korea + Liechtenstein Macao-China + Japan Switzerland Belgium - Netherlands - Germany Poland + Canada - Finland - New Zealand - Australia - Austria OECD average France Czech Republic - Luxembourg Iceland - Slovak Republic Ireland Portugal + Denmark - Italy + Norway - Hungary United States Sweden - Spain Latvia Russian Federation Turkey Greece Thailand Uruguay - Tunisia Brazil Mexico Indonesia 8 Percentage of top performers in mathematics in 2003 and 2012 Fig I.2.23 %

9 9 What makes schools and school systems successful?

10 Variation in mathematics performance between systems, schools and students Fig IV.1.2 Variation in mathematics performance attributable to differences: Between systems Between schools Between students 10% 54% 36% OECD countries

11 Student performance 11 School performance and socio-economic background: Canada School performance and schools socio-economic background 700 Private school Public school in rural area Public school in urban area Disadvantage PISA Index of socio-economic background Advantage

12 Student performance 12 School performance and socio-economic background: Germany School performance and schools socio-economic background 700 Private school Public school in rural area Public school in urban area Disadvantage PISA Index of socio-economic background Advantage

13 Mathematics performance Cumulative expenditure per student (6 to 15) and maths performance in PISA 2012 Fig IV Shanghai-China Cumulative expenditure per student below USD Cumulative expenditure per student above USD Singapore Viet Nam Turkey Tunisia Brazil Jordan Colombia Peru Japan Switzerland PolandCanadaFinland Netherlands Germany Belgium Australia Austria New Zealand Latvia Slovenia Ireland Denmark France Portugal Iceland UK Norway Slovak Republic Israel Italy Sweden United States Hungary Spain Estonia Czech Republic Lithuania Croatia Thailand Bulgaria Malaysia Chile Mexico Montenegro Uruguay R² = 0,37 Korea R² = 0,01 Luxembourg Cumulative expenditure per student (6 to 15) (USD, PPPs)

14 Mathematics performance (score points) Countries with better performance in mathematics tend to allocate educational resources more equitably Fig IV Adjusted by per capita GDP 650 Shanghai-China Costa Rica Peru Mexico Chinese Taipei Viet Nam Korea Singapore Hong Kong-China Estonia Japan Poland Switzerland Slovenia Canada Latvia Finland Belgium Macao-China Germany New Zealand Slovak UK Rep. Ireland Iceland France Austria Australia Denmark Romania Croatia USA Turkey Sweden Israel Spain Greece Bulgaria Portugal Hungary Italy Norway Thailand Serbia Chile Malaysia Uruguay Kazakhstan Brazil Jordan Indonesia UAE Montenegro Colombia Argentina Tunisia Luxembourg 350 Qatar 300 1,5 1 0,5 0-0,5 Less equity Equity in resource allocation (index points) Greater equity

15 Mathematics performance (score points) 650 Among high-income countries high-performers pay teachers more Shanghai-China Per capita GDP less than USD Per capita GDP over USD Fig IV Macao-China Singapore Japan Estonia Poland Netherlands Finland Canada Czech Rep. Austria Australia Belgium Germany Latvia Iceland France DenmarkIreland Slovak Rep. Slovenia UK New Zealand Norway Italy Hungary USA Luxembourg Spain Portugal Israel Sweden Lithuania Croatia Romania Greece Bulgaria Thailand Indonesia Uruguay Argentina Peru Chile Montenegro Qatar Colombia Hong Kong-China Korea Tunisia Malaysia Jordan Teachers' salaries relative to per capita GDP (%)

16 Percentage of teachers Mean mathematics performance, by school location, 16 Teachers' after accounting perceptions for socio-economic of the value status of teaching Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

17 Mean index difference B Korea Estonia Israel Kazakhstan Latvia Malaysia Slovenia Italy Poland Singapore Argentina Costa Rica Netherlands Portugal Colombia Bulgaria France Finland Tunisia Lithuania Qatar Macao-China Thailand Spain Greece Switzerland Romania Norway Russian Fed. Japan Austria Montenegro Croatia Canada U.A.E. OECD average Germany Denmark Hungary United Kingdom Luxembourg Hong Kong-China Belgium Iceland Jordan Peru Viet Nam Ireland United States Chile Czech Republic Serbia Turkey Mexico Indonesia Uruguay Shanghai-China Slovak Republic Sweden Brazil New Zealand Australia Chinese Taipei Albania Teacher shortage is more of concern in disadvantaged schools Fig IV.3.5 Difference between socio-economically disadvantaged and socio-economically advantaged schools 1,5 1,3 Disadvantaged and public schools reported more teacher shortage 1,1 0,9 0,7 0,5 0,3 0,1-0,1-0,3 Advantaged and private schools reported more teacher shortage -0,5

18 Mathematics performance (score points) Countries that grant schools autonomy over curricula and assessments tend to perform better in mathematics Fig IV Shanghai-China Chinese Taipei Viet Nam Korea Singapore Estonia Hong Kong-China Japan Latvia Poland Slovenia Czech Rep. Switzerland Belgium Canada Portugal Germany Finland New Zealand Lithuania Croatia Austria Hungary Netherlands Serbia Spain France Australia Italy UK Turkey Norway Macao-China Greece Bulgaria Denmark Iceland Thailand Kazakhstan Romania Slovak Rep. Israel Malaysia Uruguay USA Sweden Chile Jordan Costa Rica Brazil Indonesia Luxembourg Tunisia Albania Colombia UAE Argentina Peru 350 Qatar 300-1,5-1 -0,5 0 0,5 1 1,5 Index of school responsibility for curriculum and assessment (index points)

19 Schools with more autonomy perform better than schools with less autonomy in systems with more accountability arrangements Fig IV.1.16 School autonomy for curriculum and assessment x system's level of posting achievement data publicly Score points School data public Less school autonomy School data not public More school autonomy

20 Variation in mathematics performance explained by socioeconomic status (%) Grade repetition is negatively related to equity Fig IV.1.4 Greater equity 2 Adjusted by per capita GDP 4 Macao-China Kazakhstan Hong Kong-China Estonia Norway Jordan Indonesia Qatar Iceland Thailand Japan Finland Canada Mexico Korea Serbia UAE Italy Russian Fed. Croatia Montenegro Sweden Lithuania Viet Nam Australia Latvia Turkey Switzerland UK Greece Slovenia Ireland USA Poland Czech Rep. Shanghai-China Singapore Israel Denmark Austria Romania Chinese Taipei New Zealand Germany Bulgaria Hungary Slovak Rep. Tunisia Netherlands Argentina Brazil Belgium Colombia Spain Costa Rica Portugal Uruguay Chile Peru Luxembourg France Less equity Percentage of students who have repeated at least one grade

21 Japan Norway Iceland Russian Federation Thailand + Korea + Finland + Sweden Poland Greece - Denmark Czech Republic + New Zealand Australia - Slovak Republic + Canada - Latvia Ireland - Hungary Austria United States OECD average Turkey - Mexico - Indonesia Hong Kong-China Italy - Liechtenstein Switzerland Germany Netherlands France - Spain + Portugal Luxembourg - Brazil Belgium + Uruguay Tunisia - Macao-China - Percentage of repeaters in 2003 and 2012 Tab IV %

22 Find out more about PISA at All national and international publications The complete micro-level database Thank you!

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