Programme for International Student Assessment PISA Evaluating systems to improve education

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1 11 Programme for 2009 Evaluating systems to improve education The yardstick for success is no longer improvement by national standards alone but the best performing education systems Barbara Ischinger Director OECD Directorate for Education

2 in brief countries in q Over half Coverage a million of students world economy 77% 81% 83% 85% 86% 87% l representing 28 million 15-year-olds in 74 countries/economies took an internationally agreed 2-hour test l l Focus on students capacity to extrapolate from what they know and creatively apply their knowledge in novel situations Less emphasis on whether they can reproduce what they were taught and responded to questions on l their personal background, their schools and their engagement with learning and school q Parents, principals and system leaders provided data on l support for learning as well as school policies, practices, resources and institutional factors that help explain performance differences.

3 in brief countries in q seeks Coverage to of world economy 77% 81% 83% 85% 86% 87% Support governments to prepare students to deal with more rapid change than ever before for jobs that have not yet been created using technologies that have not yet been invented to solve problems that we don t yet know will arise Provide a basis for policy dialogue and global collaboration in defining and implementing educational goals, policies and practices Show countries what achievements are possible Help governments set policy targets in terms of measurable goals achieved elsewhere Gauge pace of educational progress Facilitate peer-learning on policy and practice.

4 4 countries in Coverage of world economy 77% 81% 83% 85% 86% 87%

5 5 What 15-year-olds can do

6 6 High reading performance Average performance of 15-year-olds in reading extrapolate and apply 17 countries perform below this line Low reading performance

7 7 High average performance Large socio-economic disparities High reading performance Average performance of 15-year-olds in reading extrapolate High social equity and apply High average performance Strong socioeconomic impact on student performance Low average performance Large socio-economic disparities Socially equitable distribution of learning opportunities Low average performance High social equity Low reading performance

8 anada hile 8 zech Rep Denmark inland ermany reece Hungary celand reland srael taly apan orea uxembourg Mexico Netherlands New Zealand Norway oland ortugal UK pain weden witzerland 2009 High average performance Large socio-economic disparities Strong socioeconomic impact on student performance Low average performance Large socio-economic disparities High reading performance 2009 Low reading performance 35 Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Socially equitable distribution of learning opportunities Low average performance High social equity 25 1

9 9 High average performance Large socio-economic disparities High reading performance 2009 Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Strong socioeconomic impact on student performance Low average performance Large socio-economic disparities Socially equitable distribution of learning opportunities Low average performance High social equity Low reading performance

10 10 High average performance Large socio-economic disparities High reading performance 2000 Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Strong socioeconomic impact on student performance Low average performance Large socio-economic disparities Socially equitable distribution of learning opportunities Low average performance High social equity Low reading performance

11 11 High average performance Large socio-economic disparities High reading performance 2000 Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Strong socioeconomic impact on student performance Low average performance Large socio-economic disparities Socially equitable distribution of learning opportunities Low average performance High social equity Low reading performance

12 12 Mean score Student performance and spending on education Finland Canada New Zealand Japan Australia Netherlands Estonia Norway Iceland Switzerland Belgium Poland Germany Sweden Question: France Hungary Denmark United States Portugal Ireland United Kingdom Italy Czech Republic Greece Spain Slovenia Slovak Republic Israel Austria Turkey Chile Mexico Korea If better education results in more money, Does more money result in better education? Cumulative expenditure (USD converted using PPPs)

13 13 High mathematics performance Average performance of 15-year-olds in mathematics extrapolate and apply 21 countries perform below this line Low mathematics performance

14 14 How countries perform in mathematics and how mathematics performance has changed since 2003 Score point change in mathematics between 2003 and 2009 is statistically significant 600 Mean performance in mathematics High performance Declining Hong Kong-China Korea Finland Netherlands Canada Japan Liechtenstein Switzerland Belgium Australia Macao-China New Zealand Germany Denmark Slovak Republic France Iceland Norway Sweden Hungary Poland Czech Republic Luxembourg Spain United States Ireland Latvia Italy Russian Federation Low performance Declining Serbia Uruguay Thailand Indonesia High performance Increasing Portugal Greece Turkey Mexico Brazil Tunisia Low performance Increasing Score point change in mathematics performance between 2003 and 2009

15 15 Quality differences between schools

16 Variability in student performance Variance Argen&na Trinidad and Tobago Italy Qatar Turkey Bulgaria Israel Panama Germany Peru Hungary Dubai (UAE) Austria Belgium Luxembourg Netherlands Japan Chile Uruguay Greece Brazil Czech Republic Slovenia Romania Croa&a Serbia United States Mexico Singapore Jordan Kyrgyzstan Colombia Montenegro Hong Kong- China Albania Tunisia Slovak Republic Liechtenstein Kazakhstan Macao- China Ireland United Kingdom Chinese Taipei Korea Switzerland Australia New Zealand Portugal Shanghai- China Azerbaijan Russian Federa&on Canada Sweden Lithuania Indonesia Spain Poland Estonia Latvia Iceland Thailand

17 17 Variability in student performance between and within schools Variance Performance differences between schools Performance variation of students in schools

18 18 School performance and socio-economic background Belgium Student performance Score School performance and students socio-economic background within schools Student performance and schools socio-economic background Private school Public school in rural area Public school in urban area Disadvantage Index of socio-economic background Advantage

19 19 Immigrants and reading performance Mean reading performance Native students First-generation students Second-generation students

20 20 Does it all matter?

21 21 Increased likelihood of postsec. particip. at age 19/21 associated with reading proficiency at age 15 (Canada) after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group Level 1) Odds ratio higher education entry School marks at age 15 performance at age 15

22 22 What does it all mean?

23 23 Lessons from on successful education systems

24 24 School autonomy, accountability and student performance Impact of school autonomy on performance in systems with and without score in reading accountability arrangements

25 25 Lessons from on successful education systems

26 26 Beyond schooling

27 27 Parental support at the beginning of primary school Score point difference between students whose parents often do (weekly or daily) and those who do not: read books"

28 28 Parental support at age 15 Score point difference between students whose parents often do (weekly or daily) and those who do not: "discuss books, films or televisions programmes"

29 29 Find out more about at l OECD l l All national and international publications The complete micro-level database U.S. White House Thank you! Barbara.Ischinger@OECD.org and remember: Without data, you are just another person with an opinion