Socioeconomic Inequality and Educational Outcomes [electronic resource] : Evidence from Twenty Years of TIMSS / by Markus Broer, Yifan Bai, Frank Fonseca.

By: Broer, Markus [author.]
Contributor(s): Bai, Yifan [author.] | Fonseca, Frank [author.] | SpringerLink (Online service)
Material type: TextTextSeries: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA): 5Publisher: Cham : Springer International Publishing : Imprint: Springer, 2019Edition: 1st ed. 2019Description: VIII, 83 p. 39 illus. online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9783030119911Subject(s): International education  | Comparative education | Educational sociology  | Education and sociology | Statistics  | Assessment | Social structure | Social inequality | International and Comparative Education | Sociology of Education | Statistics for Social Sciences, Humanities, Law | Assessment, Testing and Evaluation | Social Structure, Social InequalityAdditional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification: 370.116 | 370.9 LOC classification: LB43Online resources: Click here to access online
Contents:
1. Socioeconomic Inequality and Educational Outcomes: An Introduction -- 2. A Review of the Literature on Socioeconomic Status and Educational Achievement -- 3. Methodology: Constructing a Comparable Socioeconomic Index for 20 Years of TIMSS -- 4. Socioeconomic Achievement Gaps: Trend Results for Education Systems -- 5. Trends in Socioeconomic Achievement Gaps in the Macroeconomic Context: Discussion and Future Research -- Appendix -- References.
In: Springer Nature Open Access eBookSummary: This open-access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies. .
Tags from this library: No tags from this library for this title. Log in to add tags.
    Average rating: 0.0 (0 votes)
No physical items for this record

1. Socioeconomic Inequality and Educational Outcomes: An Introduction -- 2. A Review of the Literature on Socioeconomic Status and Educational Achievement -- 3. Methodology: Constructing a Comparable Socioeconomic Index for 20 Years of TIMSS -- 4. Socioeconomic Achievement Gaps: Trend Results for Education Systems -- 5. Trends in Socioeconomic Achievement Gaps in the Macroeconomic Context: Discussion and Future Research -- Appendix -- References.

Open Access

This open-access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies. .

There are no comments on this title.

to post a comment.
Supported by Central Library, NIT Hamirpur
Powered by KOHA