andreas schleicher - equity and quality in education: presentation at the global cities education...
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Equity and Quality in Education: Supporting Disadvantaged
Students and Schools
Investing in equity in education pays off
Hong Kong, May 10th 2012
High education performers combine quality with equity
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Iceland
Japan
Russian Federation
Italy
Norway
Macao-China
Finland
Canada
Korea
Hong Kong-China
EstoniaNetherlands
Switzerland
United Kingdom
Denmark
Singapore Sweden
Brazil
IsraelAustria
Chinese Taipei
Poland
Portugal
Spain
Mexico
Greece
Czech RepublicSlovak Republic
IrelandUnited States
France
Shanghai-China
Slovenia
Australia
Strength of the relationship between performance and socio-economic background above the OECD average impact
Strength of the relationship between performance and socio-economic background not statistically significantly different from the OECD average impact
Strength of the relationship between performance and socio-economic background below the OECD average impact
Percentage of variance in performance explained by the PISA index of economic, social
and cultural status (r-squared x 100)
Meanscore
Above-average reading performanceBelow-average impact of socio-economic back-
ground
Below-average reading performanceBelow-average impact of socio-economic back-
ground
Below-average reading performanceAbove-average impact of socio-economic back-ground O
ECD
av
er-
age
OECD average
Above-average reading performanceAbove-average impact of socio-economic back-ground
0
10
20
30
40
50
60
70
80
Percentage of resilient students among disadvantaged students
%
More than 30% resilient students among disadvantaged students
Between 15%-30% of resilient students among disadvantaged students
Less than 15% resilient students among
disadvantaged students
Resilient student: Comes from the bottom quarter of the socially most disadvantaged students but performs among the
top quarter of students internationally (after accounting for social background)
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300
350
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450
500
550
600
Student performance (PISA reading)
Student performance in large cities
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Bra
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300
350
400
450
500
550
600
Student performance in large citiesStudent performance in large cities after accounting for social background
Reducing school failure pays off
Education failure imposes high costs to individuals and to society
It limits capacity of economies to grow and innovate
Damages social cohesion and mobility and is expensive:
Higher public health expendituresHigher welfare, increased criminality
.. and the current crisis has brought equity to the forefront
Age 19
Age 21
Age 21
0
4
8
12
16
20
Level 2Level 3
Level 4Level 5
Increased likelihood of postsecondary participation at age 19/21 associated with PISA reading proficiency at age 15 (Canada)
Odds ratiohigher education entry
School marks at age 15
PISA performance at age 15
After accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1)
United Stat
es
MexicoTurk
ey
Germany Ita
lyJa
pan
FranceSpa
in
United Kingdo
mPola
nd
Canada
Greece
Korea
Austra
lia
Portug
al
Belgium
Netherla
nds
Norway
SwedenAus
tria
Czech
Republic
Switzerla
nd
Hungary
DenmarkIre
land
Slovak R
epublic
New Zealan
d
Luxembo
urg
Finland
Icelan
d0
2000
4000
6000
8000
10000
12000
14000
Potential increase in economic output if everyone scored a minimum of 400 PISA points
bn$
Policies to achieve more equitable education systems and reduce dropout
Invest early and through upper secondary
Support low performing
disadvantaged schools
Eliminate system level obstacles to equity
Policy influences measured
through PISA
Policies and practices
Learning climate
Discipline
Teacher behaviour
Parental pressureTeacher-student relationships
Dealing with heterogeneity
Grade repetitionPrevalence of trackingExpulsionsAbility grouping (all subjects)
Standards /accountability
Nat. examination
Standardised tests
Posting results
Governing schools
School autonomy (content)Choice and competitionPrivate schools
Managing resources
Prioritising pay
Student-staff ratios
Length of pre-school
Policies System
RSchool
REquity
E
Manage school choice
Opt for higher quality schools, and might
foster efficiency, spur innovation and raise quality
overall.
Choice can result in a greater sorting and
segregation of students by ability,
income and ethnic background.
Choice
Equity
Stratification between public and private schools
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n Fe
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and
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Zeal
and
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ited
King
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ates
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toni
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exico
Ger
man
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nlan
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ECD
aver
age
Cana
daSw
itzer
land Italy
Swed
enAu
stria
Shan
ghai
-Chi
naSl
ovak
Rep
ublic
Hung
ary
Portu
gal
Isra
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nmar
kSp
ain
Luxe
mbo
urg
Japa
nAu
stra
liaKo
rea
Chile
Irela
ndNe
ther
land
sHo
ng K
ong-
Chin
aM
acao
-Chi
na
0
10
20
30
40
50
60
70
80
90
100Bottom quarter Second quarter Third quarter Top quarter
Perc
enta
ge o
f stu
dent
s
Percentage of students attending privately managed schools by ESCS
Policy options to manage school choice
• In Cambridge (United States) a choice programme ranks the preferred schools and reviews and allocates students centrally, taking diversity criteria into consideration.
Introduce controlled choice programmes balancing choice with equity
• Providing financial incentives to schools to enrol low performing and disadvantaged students.
• Limiting the selection mechanisms that schools can employ (criteria for admission, time of registration, additional fees).
• Providing vouchers or tax credits to make high quality schools affordable.
Ensure that disadvantaged students are attractive to high quality schools
• Raising awareness, improving disadvantaged families’ access to information about schools and supporting them to make better-informed choices.
• Milwaukee (United States) set up an extensive programme to inform parents and help them in the choice process. As a result of all these actions, 95% of families filled in their school choice forms.
Level the playing field for disadvantaged students
Make funding more responsive to needs
Provide sufficient resources to
improve the quality of early childhood
education and care and promote
access, in particular for
disadvantaged families
Take into consideration that the instructional
costs of disadvantaged
students may be higher
In Ontario (Canada), low-income families, recent immigration, students with low educated parents, and single parent groups are taken into account in the distribution of funds to school boards
In the United States, only 45% of 3-to-5-year-olds from low-income families are enrolled in pre-school programmes, compared to almost 75% from high-income families
Israe
l
Belgi
um Italy
Hong
Kong-
China
Denm
ark
Greec
e
Germ
any
New Z
eala
nd
Slova
k Rep
ublic
Brazil
Luxe
mbo
urg
Canad
a
Chine
se T
aipe
i
Icela
nd
Japa
n
Norway
Portu
gal
Unite
d Sta
tes
Nethe
rland
s
Slove
nia
Korea
0
20
40
60
80
100
120
Scor
e po
int d
iffer
ence
Observed performance advantage
Performance advantage after accounting for socio-economic factors
Performance difference in PISA 2009 between students who had attended pre-primary school for more than one year and those who did not
Kore
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Shan
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Russ
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Hong
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Braz
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rkey Italy
Pola
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rtuga
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Fran
ceNo
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OEC
D av
erag
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oven
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Repu
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Hung
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Unite
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Rep
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Neth
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Aust
riaNe
w Ze
alan
dSw
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Finl
and
0
10
20
30
40
50
60
70
80
Four hours a week or more Less than 4 hours a week
Perc
enta
ge o
f stu
dent
sPercentage of students attending after-school lessons,
by hours per week
Upper secondary pathways: promote more work-oriented skills
Design high quality and relevant VET programmes
Provide a mix of academic and technical skills for those struggling with school and more academic learning.
More skilled and better labour-market outcomes
Upper secondary pathways: promote more work-oriented skills
Academic and vocational tracks
should be
equivalent to ensure
transferability and avoid dead ends VET should
provide high level
generic skills in addition to
professional ones
Guidance and counselling
services need to engage more fully with the
world of workIn 1992, Singapore reviewed its
vocational education and
decided to transform and
reposition it so that it was not
seen as a place of last resort.
The result has been a doubling
of enrolment, representing now
about 25% of the post-secondary
cohort. More than 82% of
students in 2009 completed their
training and are placed in jobs.
Turkey
Israel
United States
Shanghai-China
Australia
Austria
Slovak Republic
Hungary
Mexico
Czech Republic
Canada
Sweden
Macao-China
Greece
Luxembourg
Russian Federation
Netherlands
Portugal
Estonia
Ireland
Belgium
-0.50 -0.30 -0.10 0.10 0.30 0.50 0.70
The relationship between school average socio-economic background and school resources
Socio-economically advantaged schools
have more favourable student-teacher ratios
Socio-economically disadvantaged schools have more favourable student-teacher ratios
•Initial school leadership training; attractive working conditions to attract and retain competent leaders
•Restructure schools when needed
School leadership
•School plans to prioritise school climate and positive relationships, discipline alone not effective
•Monitoring and data for intervention
•Alternative organisation of distribution of learning time
School climate
•Provide specialised initial teacher education
•Ensure incentives and working conditions, time for planning, working together, mentoring
Quality teaching
•Support culture of high expectations
•Provide teacher support on how to tailor instruction, assessment and curricular practices to needs of disadvantaged schools and students
Classroom strategies
•Need to prioritise with select communication strategies
•Provide guidelines to parents on their role
•Foster closer links with communities and mentors
Parental and community
engagement
Support low performing disadvantaged schools
Examples of systemic support to schools
Québec “Act differently”:•Database of effective practices for intervention to develop
schools’ expertise (189 schools in 2007/08). •School boards, through resources and coordination,
support the school leadership team.
Ontario Focused Intervention Program (OFIP, 2006/07-):•Targeted support to primary schools with improvement
difficulties. •Funds for PD, additional learning resources, literacy and
numeracy coaches, and teacher release time for collaboration and training.
•Results 2002/03- 2010/11: schools with fewer 1/3 low achievers went from 19% to 6%.
Shanghai-China Converting “weaker schools” into stronger ones:• systematically upgrading the infrastructure• more resources disadvantaged schools, including high-performing teachers• pairing high and low performing districts and schools• commissioning “strong” public schools to take over “weak” ones
PRT CAN
Disadvantaged schools difficulties in attracting and retaining teachers
• Teachers in schools with higher proportions of low-SES or minority students have higher propensity to leave.
United States
• Rural schools with higher proportions of aboriginal students are seen as less desirable, making it harder to recruit and retain teachers.
Australia
• School leaders report that it is difficult to recruit and retain teachers to work in schools with children born abroad.
Japan
• Teachers in schools with higher proportions of low socio-economic status students have higher propensity to leave.
New Zealand
• Schools with higher levels of minority students harder to staff and teachers are significantly more likely to leave.
Norway
• Better qualified teachers are less likely to teach in schools containing minority and disadvantaged children.
France
FN
Attract, support and retain high quality teachers
High quality teachers
Align teacher education
Mentoring for novice teachers
Supportive working
conditions
Adequate financial and
career incentives
SIN
Japan: Induction centres
provide all new teachers
with in-service training; in
schools, teachers
regularly observe other
teachers and receive
feedback on their own
demonstration lessons.
New Zealand: All teachers receive 20% released time during their first two years teaching to participate in the Advice and Guidance
programme, in which an experienced teacher leads a peer support group of new teachers, and novices regularly observe other teachers.
Shanghai (China): All
new teachers participate
in workshops, mentoring,
peer observation; analyse
lessons in groups with
experienced teachers, join
teaching research groups
to discuss teaching
techniques, and can be
recognised for excellence.
North Carolina (US): a retention bonus ($1 800 US) in high-poverty and low-performing schools reduced teacher turnover by 17%.
Korea: Multiple
incentives are offered
to work in high need
schools, including
additional salary,
smaller class size, less
instructional time,
promotion to
administrative
positions, and
choosing the next
school.
For more information
For further information at OECD Education: Andreas Schleicher, Deputy Director: [email protected]
Beatriz Pont, [email protected]
POL