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Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

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Abstract

Anastasiya Kapuza - intern researcher, International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: akapuza@hse.ru Yuliya Kersha - intern researcher, International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: ykersha@hse.ruAndrey Zakharov - head of the International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: abzakharov@hse.ruTatiana Khavenson - research fellow, International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: tkhavenson@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian FederatonDynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students" educational attainment.

Suggested Citation

  • Anastasia Kapuza & Yuliya Kersha & Andrey Zakharov & Tatiana Khavenson, 2017. "Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies," Educational Studies, Higher School of Economics, issue 4, pages 10-35.
  • Handle: RePEc:nos:voprob:2017:i:4:p:10-35
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    1. David Konstantinovskiy & Dmitriy Kurakin & Yana Roshchina & Viktor Vahshtajn, 2006. "The accessibility of quality education in Russia: opportunities and restrictions," Educational Studies, Higher School of Economics, issue 2, pages 186-202.
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    Cited by:

    1. Tatiana Khavenson, 2019. "Integration of Schools in Latvia and Estonia Using Curriculum Reforms," Educational Studies, Higher School of Economics, issue 3, pages 77-100.
    2. Алос-И-Фонт Э. & Товар-Гарсиа Э. Д., 2018. "Трилингвизм, Билингвизм И Образовательные Достижения. На Примере Чувашского И Татарского Языков В Сельском Регионе России (Пер. С Англ.)," Вопросы образования // Educational Studies, НИУ ВШЭ, issue 3, pages 8-35.
    3. Щеглова И. А. & Корешникова Ю. Н. & Паршина О. А., 2019. "Роль Студенческой Вовлеченности В Развитии Критического Мышления," Вопросы образования // Educational Studies, НИУ ВШЭ, issue 1, pages 264-289.
    4. Irina Shcheglova & Yulia Koreshnikova & Olga Parshina, 2019. "The Role of Engagement in the Development of Critical Thinking in Undergraduates," Educational Studies, Higher School of Economics, issue 1, pages 264-289.
    5. Хавенсон Т. Е., 2019. "Интеграция Школ В Латвии И Эстонии Через Реформу Содержания Образования," Вопросы образования // Educational Studies, НИУ ВШЭ, issue 3, pages 77-100.
    6. Hèctor Alòs i Font & Edgar Tovar-García, 2018. "Trilingualism, Bilingualism and Educational Achievements: The Case of Chuvash and Tatar in Rural Russia," Educational Studies, Higher School of Economics, issue 3, pages 8-35.

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