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Cross-National Surveys of Learning Achievement: How Robust are the Findings?

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Author Info

  • Brown, Giorgina

    (ISTAT, Rome)

  • Micklewright, John

    ()
    (Institute of Education, University of London)

  • Schnepf, Sylke V.

    ()
    (University of Southampton)

  • Waldmann, Robert

    ()
    (University of Rome Tor Vergata)

Abstract

International surveys of learning achievement and functional literacy are increasingly common. We consider two aspects of the robustness of their results. First, we compare results from four surveys: TIMSS, PISA, PIRLS and IALS. This contrasts with the standard approach which is to analyse a single survey with no regard as to whether it agrees or not with other sources. Second, we investigate whether results are sensitive to the choice of item response model used by survey organisers to aggregate respondents' answers. In both cases we focus on countries' average scores, the within-country differences in scores, and on the association between the two. There is mixed news to report.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 1652.

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Length: 37 pages
Date of creation: Jul 2005
Date of revision:
Publication status: published in: Journal of the Royal Statistical Society, Series A (Statistics in Society), 2007, 170 (3), 623-646
Handle: RePEc:iza:izadps:dp1652

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Related research

Keywords: TIMSS; test scores; IALS; educational achievement; PISA; PIRLS;

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References

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  1. Denny, K., 2000. "New methods for Comparing Literacy across Populations: Insights from the Measurement of Poverty," Papers 00/07, College Dublin, Department of Political Economy-.
  2. Micklewright, John & Schnepf, Sylke V., 2004. "Educational Achievement in English-Speaking Countries: Do Different Surveys Tell the Same Story?," IZA Discussion Papers 1186, Institute for the Study of Labor (IZA).
  3. Coulter, Fiona A E & Cowell, Frank A & Jenkins, Stephen P, 1992. "Equivalence Scale Relativities and the Extent of Inequality and Poverty," Economic Journal, Royal Economic Society, vol. 102(414), pages 1067-82, September.
  4. Ludger Woesmann, 2003. "Schooling Resources, Educational Institutions and Student Performance: the International Evidence," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 65(2), pages 117-170, 05.
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Cited by:
  1. Nicole Schneeweis, 2006. "How should we organize schooling to further children with migration background?," Economics working papers 2006-20, Department of Economics, Johannes Kepler University Linz, Austria.
  2. Katsuya Takii & Ryuichi Tanaka, 2006. "Does the Diversity of Human Capital Increase GDP? A Comparison of Education Systems," Discussion Papers in Economics and Business 06-19, Osaka University, Graduate School of Economics and Osaka School of International Public Policy (OSIPP).
  3. Maciej Jakubowski & Artur Pokropek, 2011. "Measuring progress in reading achievement between primary and secondary school across countries," Working Papers 2011-20, Faculty of Economic Sciences, University of Warsaw.
  4. Brunello, Giorgio & Checchi, Daniele, 2006. "Does School Tracking Affect Equality of Opportunity? New International Evidence," IZA Discussion Papers 2348, Institute for the Study of Labor (IZA).
  5. Nicole Schneeweis, 2011. "Educational institutions and the integration of migrants," Journal of Population Economics, Springer, vol. 24(4), pages 1281-1308, October.

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