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This session. 1 . There is nowhere to hide Why the yardstick for educational success is no longer improvement by national standards but the best performing systems internationally 2. Benchmarking education internationally Where we are – and where we can be

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  1. This session 1. There is nowhere to hide • Why the yardstick for educational success is no longer improvement by national standards but the best performing systems internationally 2. Benchmarking education internationally • Where we are – and where we can be • Where the US and other countries stand in terms of quality and equity of schooling outcomes • What the best performing countries show can be achieved 3. How we can get there • Some policy levers that emerge from international comparisons

  2. There is nowhere to hide The yardstick for success is no longer improvement by national standards but the best performing education systems

  3. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Cost per student Graduate supply Tertiary-type A graduation rate

  4. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Cost per student Sweden Germany Japan Graduate supply Tertiary-type A graduation rate

  5. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States (2000) United States (1995) Australia Tertiary-type A graduation rate

  6. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate

  7. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate

  8. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate

  9. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate

  10. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Sweden Australia Ireland Tertiary-type A graduation rate

  11. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Tertiary-type A graduation rate

  12. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Tertiary-type A graduation rate

  13. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Tertiary-type A graduation rate

  14. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Tertiary-type A graduation rate

  15. A world of change – collegeeducation Expenditure per student at tertiary level (USD) United States Tertiary-type A graduation rate

  16. A world of change – collegeeducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate

  17. A world of change – collegeeducation • Rising higher education qualifications seem generally not to have led to an “inflation” of the labour-market value of qualifications. • In all but three of the 20 countries with available data, the earnings benefit increased between 1997 and 2003, in Germany, Italy and Hungary by between 20% and 40% Expenditure per student at tertiary level (USD) United States Australia Tertiary-type A graduation rate

  18. Moving targetsFuture supply of high school graduates

  19. Future supply of high school graduates Future supply of college graduates

  20. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource (Levy and Murnane)

  21. OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 83% 77% 81% 85% 86% 87%

  22. PISA defines science performancein terms of a student’s: • For example • When reading about a health issue, can students separate scientific from non-scientific aspects of the text, apply knowledge and justify personal decisions ? • Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues • Understanding of the characteristic features of science as a form of human knowledge and enquiry • Awareness of how science and technology shape our material, intellectual and cultural environments • Willingness to engage with science-related issues

  23. PISA defines science performancein terms of a student’s: • Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues • Understanding of the characteristic features of science as a form of human knowledge and enquiry • Awareness of how science and technology shape our material, intellectual and cultural environments • Willingness to engage with science-related issues • For example • Can students distinguish between evidence-based explanations and personal opinions ?

  24. PISA defines science performancein terms of a student’s: • Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues • Understanding of the characteristic features of science as a form of human knowledge and enquiry • Awareness of how science and technology shape our material, intellectual and cultural environments • Willingness to engage with science-related issues • For example • Can individuals recognise and explain the role of technologies as they influence a nation’s economy ? • Or are they aware of environmental changes and the effects of those changes on economic/social stability ?

  25. PISA defines science performancein terms of a student’s: • Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues • Understanding of the characteristic features of science as a form of human knowledge and enquiry • Awareness of how science and technology shape our material, intellectual and cultural environments • Willingness to engage with science-related issues • Interest in science, support for scientific enquiry, responsibility for the environment • This addresses the value students place on science, both in terms of topics and in terms of the scientific approach to understanding the world and solving problems

  26. Interest science • Indicate curiosity in science and science-related issues and endeavours • Demonstrate willingness to acquire additional scientific knowledge and skills, using variety of resources and methods • Demonstrate willingness to seek information and have an interest in science, including consideration of science-related careers • Support for science • Acknowledge the importance of considering different scientific perspectives and arguments • Support the use of factual information and rational explanation • Logical and careful processes in drawing conclusions • Knowledge of science • Physical systems (structure of matter, properties of matter, chemical changes of matter, motions and forces, energy and its transformations, energy and matter) • Living systems (cells, humans, populations, ecosystems, biosphere) • Earth and space (structures of the earth system, energy in the earth system, change in the earth system, earth’s history, space) • Technology systems (Concepts and principles, science and technology) • Knowledge about science • Scientific enquiry (purpose, experiments, data, measurement, characteristics of results) • Scientific explanations (types, rules, outcomes) • Identifying • Recognising issues that can be investigated scientifically • Identifying keywords in a scientific investigation • Recognising the key features of a scientific investigation • Explaining • Applying knowledge of science in a situation • Describing or interpreting phenomena scientifically or predicting change • Using evidence • Interpreting scientific evidence and drawing conclusions • Identifying the assumptions, evidence and reasoning behind conclusions • Context • - Personal • Social/public • Global • Competencies • Identify scientific issues • Explain phenomena scientifically • Use scientific evidence • Knowledge • Knowledge of science • Knowledge about science • Attitudes • -Interest in science • -Support for scientific enquiry • -Responsibility

  27. High science performance Average performanceof 15-year-olds in science – extrapolate and apply … 18 countries perform below this line Low science performance

  28. OECD Level 2 OECD Level 6 • Identifying • Recognising issues that can be investigated scientifically • Identifying keywords in a scientific investigation • Recognising the key features of a scientific investigation • Explaining • Applying knowledge of science in a situation • Describing or interpreting phenomena scientifically or predicting change • Using evidence • Interpreting scientific evidence and drawing conclusions • Identifying the assumptions, evidence and reasoning behind conclusions Students can determine if scientific measurement can be applied to a given variable in an investigation. Students can appreciate the relationship between a simple model and the phenomenon it is modelling. Students can demonstrate ability to understand and articulate the complex modelling inherent in the design of an investigation. • Context • - Personal • Social/public • Global • Competencies • Identify scientific issues • Explain phenomena scientifically • Use scientific evidence Students can recall an appropriate, tangible, scientific fact applicable in a simple and straightforward context and can use it to explain or predict an outcome. Students can draw on a range of abstract scientific knowledge and concepts and the relationships between these in developing explanations of processes • Knowledge • Knowledge of science • Knowledge about science • Attitudes • -Interest in science • -Support for scientific enquiry • -Responsibility Students demonstrate ability to compare and differentiate among competing explanations by examining supporting evidence. They can formulate arguments by synthesising evidence from multiple sources. Students can point to an obvious feature in a simple table in support of a given statement. They are able to recognise if a set of given characteristics apply to the function of everyday artifacts.

  29. Top and bottom performers in science These students can consistently identify, explain and apply scientific knowledge, link different information sources and explanations and use evidence from these to justify decisions, demonstrate advanced scientific thinking in unfamiliar situations… These students often confuse key features of a scientific investigation, apply incorrect information, mix personal beliefs with facts in support of a position… Large prop. of poor perf. Large proportion of top performers 20

  30. Increased likelihood of postsec. particip. at age 19 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)

  31. Strengths and weaknesses of countries in science relative to their overall performanceFrance Science competencies Science knowledge OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13

  32. Strengths and weaknesses of countries in science relative to their overall performanceCzech Republic Scientific competencies Scientific knowledge 20 OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13

  33. Strengths and weaknesses of countries in science relative to their overall performanceUnited States Science competencies Science knowledge OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13

  34. High science performance Average performanceof 15-year-olds in science – extrapolate and apply High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities Low average performance High social equity Low science performance

  35. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities Low average performance High social equity 15 Low science performance

  36. How to get there Some policy levers that emerge from international comparisons

  37. Some myths • US coverage of the sampled population is more comprehensive than in other countries • US covered 96% of 15-year-olds enrolled (OECD 97%) • US covered 86% of all 15-year-olds (OECD 89%) • No impact on mean performance • No relationship between size of countries and average performance • No relationship between proportion of immigrants and average performance • Few difference in students’ reported test motivation • Limited impact of national item preferences .

  38. High ambitions and universal standards Rigor, focus and coherence Great systems attract great teachers and provide access to best practice and quality professional development

  39. Challenge and support Strong support Poor performance Improvements idiosyncratic Strong performance Systemic improvement Lowchallenge Highchallenge Poor performance Stagnation Conflict Demoralisation Weak support

  40. High ambitions Devolved responsibility,the school as the centre of action Accountability and intervention in inverse proportion to success Access to best practice and quality professional development

  41. School autonomy, standards-based examinations and science performanceSchool autonomy in selecting teachers for hire PISA score in science

  42. Local responsibility and national prescription Towards system-wide sustainable reform National prescription Schools today The industrial model, detailed prescription of what schools do Schools tomorrow? Building capacity Finland today Every school an effective school Schools leading reform

  43. Public and private schools % Score point difference Public schools perform better Private schools perform better

  44. Pooled international dataset, effects of selected school/system factors on science performance after accounting for all other factors in the model School principal’s positive evaluation of quality of educational materials(gross only) Schools with more competing schools(gross only) Schools with greater autonomy (resources)(gross and net) School activities to promote science learning(gross and net) One additional hour of self-study or homework (gross and net) One additional hour of science learning at school (gross and net) School results posted publicly (gross and net) Academically selective schools (gross and net) but no system-wide effect Schools practicing ability grouping (gross and net) One additional hour of out-of-school lessons (gross and net) 20 Each additional 10% of public funding(gross only) School principal’s perception that lack of qualified teachers hinders instruction(gross only) Effect after accounting for the socio-economic background of students, schools and countries Measured effect OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a

  45. Strong ambitions Devolvedresponsibility,the school as the centre of action Integrated educational opportunities From prescribed forms of teaching and assessment towards personalised learning Accountability Access to best practice and quality professional development

  46. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities • Early selection and institutional differentiation • High degree of stratification • Low degree of stratification Low average performance Large socio-economic disparities Low average performance High social equity 6 Low science performance

  47. Money matters - but other things do too

  48. Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004) Percentage points

  49. Paradigm shifts The old bureaucratic education system The modern enabling education system Universal high standards Hit & miss Uniformity Embracing diversity Provision Outcomes Bureaucratic – look up Devolved – look outwards Talk equity Deliver equity Received wisdom Data and best practice Prescription Informed profession Demarcation Collaboration

  50. Towards next generation of global benchmarks Challenges to the instruments Challenges to the approach

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