PDF Equity and Quality in Education

[Pages:170]Equity and Quality in Education

SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS

Equity and Quality in Education

SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS

This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

Please cite this publication as: OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing.

ISBN 978-92-64-13084-5(print) ISBN 978-92-64-13085-2 (PDF)

The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

Photo credits: ? Brian Kennedy/Flickr/Getty Images

Corrigenda to OECD publications may be found on line at: publishing/corrigenda.

? OECD 2012

You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@ or the Centre fran?ais d'exploitation du droit de copie (CFC) at contact@.

FOREWORD - 3

FOREWORD

The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education. This report presents policy recommendations for education systems to help all children succeed in their schooling. It looks into system level and school level policies to promote equity and quality. It also provides evidence on how to support disadvantaged students and schools, as improving opportunities for them benefits education systems and societies as a whole.

School failure penalises a child for life. The student who leaves school without completing upper secondary education or without the relevant skills has fewer life prospects. This can be seen in lower initial and lifetime earnings, more difficulties in adapting to rapidly changing knowledge-based economies, and higher risks of unemployment. The same child is also less likely to take up further learning opportunities and less able to participate fully in the civic and democratic aspects of modern societies.

Educational failure also imposes high costs on society. Poorly educated people limit economies' capacity to produce, grow and innovate. School failure damages social cohesion and mobility, and imposes additional costs on public budgets to deal with the consequences ? higher spending on public health and social support and greater criminality, among others. For all these reasons, improving equity in education and reducing school failure should be a high priority in all OECD education policy agendas.

The evidence shows that equity can go hand-in-hand with quality; and that reducing school failure strengthens individuals' and societies' capacities to respond to recession and contribute to economic growth and social wellbeing. This means that investing in high quality schooling and equal opportunities for all from the early years to at least the end of upper secondary is the most profitable educational policy. Students who have enriching school experiences will be more likely to stay in education and successfully transfer to the labour market. Those who struggle at early stages but receive adequate, timely support and guidance have higher probabilities of finishing, despite any difficulties in their family or social background.

The current economic recession adds urgency to the task, with greater unemployment and increasing demand for higher level skills. Yet, while most education ministries highlight the reduction of school failure as a priority, OECD countries show little consistency in their policies and practices to support low performing disadvantaged schools and students. Challenges remain as to what types of policies and practices work best, and how to implement them.

EQUITY AND QUALITY IN EDUCATION: SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS - ? OECD 2012

4 - FOREWORD

This comparative report gives evidence on the policy levers that can help overcome school failure and reduce inequities in OECD education systems. It focuses on the reasons why investing in overcoming school failure -early and up to upper secondary- pays off (Chapter 1), on alternatives to specific system level policies that are currently hindering equity (Chapter 2), and on the actions to be taken at school level, in particular in low performing disadvantaged schools (Chapter 3).

The report is the result of the thematic review, Overcoming School Failure: Policies that Work and it builds on the conceptual framework developed in OECD's No More Failures: Ten Steps to Equity in Education (2007) (see details of the review in Annex 1). Within the OECD Secretariat, Francisco Benavides, Pauline Musset, Anna Pons Vilaseca and Beatriz Pont are the authors of the report, and Elvira Berrueta-Imaz was responsible for the administration and layout of the report. All background reports, working papers and additional information on the review are available on the website: edu/equity.

The authors are indebted to the countries who took part in the study - Austria, Canada (Manitoba, Ontario, Qu?bec and Yukon), Czech Republic, France, Greece, Ireland, Netherlands, Spain and Sweden - and their national coordinators for their support and guidance. In addition, Nancy Hoffman (Jobs for the Future, USA), Brenton Faubert (CMEC, Canada), Cecilia Lyche (seconded from the Directorate for Education, Norway) and Elizabeth Leisy (Doctoral Student, Harvard Graduate School of Education) contributed to the review with their analytical expertise.

Within OECD, Bernard Hugonnier, Deputy Director for Education, Deborah Roseveare Head of the Education and Training Policy Division and Senior Analysts, Inyup Choi, Simon Field, David Istance, Paulo Santiago and Oscar Valiente provided valuable insights to our work and Cassandra Davis and Anne-Lise Prigent contributed to the communications of the report. Peter Chambers, edited the English version, and Caroline Champin undertook the French translation. We are also grateful to Jaume Bofill Foundation and Anna Jolonch and Ismael Palac?n, for its support to this initiative, and to the Ministry of Education, Culture and Sciences of the Netherlands, and Ype Akkerman and Marcel Smits Van Waesberghe for hosting a key working meeting in 2011.

Barbara Ischinger, Director for Education

EQUITY AND QUALITY IN EDUCATION: SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS - ? OECD 2012

5 TABLE OF CONTENTS -

TABLE OF CONTENTS

EXECUTIVE SUMMARY ........................................................................................................... 9 CHAPTER 1. INVESTING IN EQUITY IN EDUCATION PAYS OFF................................... 13

Equity in education and school failure: key challenge in OECD countries ............................. 15 Equity in education can contribute to economic competitiveness and social cohesion ........... 23 Fair and inclusive education as a lever out of the crisis........................................................... 29 Conclusion: a strategy to improve equity and reduce school failure ....................................... 37 REFERENCES ............................................................................................................................ 41 CHAPTER 2. TACKLING SYSTEM LEVEL POLICIES THAT HINDER EQUITY IN EDUCATION .............................................................................................................................. 47 Recommendation 1. Eliminate grade repetition....................................................................... 49 Recommendation 2. Avoid early tracking and defer student selection to upper secondary..... 56 Recommendation 3. Manage school choice to avoid segregation and increased inequities .... 64 Recommendation 4. Make funding strategies responsive to students' and schools' needs ..... 72 Recommendation 5. Design equivalent upper secondary pathways to ensure completion ...... 80 Conclusion: system level policies to reduce school failure...................................................... 89 REFERENCES ............................................................................................................................ 95 CHAPTER 3. IMPROVING LOW PERFORMING DISADVANTAGED SCHOOLS .......... 103 A harmful equation: disadvantaged students and low performing schools............................ 104 A strategy for low performing disadvantaged schools to raise their students' achievement . 111 Recommendation 1. Strengthen and support school leadership............................................. 112 Recommendation 2. Stimulate a supportive school climate and environment for learning... 119 Recommendation 3. Attract, support and retain high quality teachers .................................. 128 Recommendation 4. Ensure effective classroom learning strategies ..................................... 136 Recommendation 5. Prioritise linking schools with parents and communities ..................... 142 Conclusion: policies to help disadvantaged schools and their students improve................... 146 REFERENCES .......................................................................................................................... 151 ANNEX A. REVIEW METHODOLOGY AND OUTPUTS ................................................... 163

EQUITY AND QUALITY IN EDUCATION: SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS - ? OECD 2012

6 ? TABLE OF CONTENTS

Tables Table 1.1. Education stimulus measures for recovery in OECD countries, 2007-10............... 30 Table 2.1. Criteria and limits governing grade retention in lower secondary education ......... 52 Table 2.2. Types of differentiation in lower secondary across countries................................. 57 Table 2.3. School choice policies in lower secondary schools across countries...................... 67 Table 2.4. Recent initiatives for more equivalent pathways .................................................... 86 Table 2.5. Approaches to flexible pathways and on raising minimum school-leaving age ..... 88 Table 3.1. Teaching resources in relation to school's average socio-economic background. 129 Table 3.2. Disadvantaged schools have difficulties attracting and retaining teachers ........... 130

Figures Figure 1.1. High performing education systems combine equity with quality ........................ 15 Figure 1.2. A significant number of students do not master basic skills.................................. 16 Figure 1.3. How many students are at risk of low performance?............................................. 17 Figure 1.4. How many individuals have not attained at least upper secondary education? ..... 19 Figure 1.5. The iceberg of low performance and school failure .............................................. 21 Figure 1.6. Girls outperform boys and the gender gap is widening ......................................... 22 Figure 1.7. A considerable reading gap between immigrant students and natives .................. 23 Figure 1.8. More education offers more employment opportunities........................................ 24 Figure 1.9. The public benefits of investing in upper secondary outweigh the costs .............. 29 Figure 1.10. Youth unemployment has increased, 2007-2010................................................. 32 Figure 1.11. Individuals with upper secondary have weathered the crisis better..................... 33 Figure 2.1. Grade repetition affects many students and entails high costs in some countries . 50 Figure 2.2. Stratification between public and private schools ................................................. 66 Figure 2.3. Proportion of students that complete upper secondary programmes ..................... 82 Figure 2.4. Enrolment in upper secondary education by programme orientation .................... 84 Figure 3.1. Students' socio-economic background has a strong impact on performance ...... 105 Figure 3.2. Differences in reading performance between and within schools ....................... 106 Figure 3.3. Impact of school's socio-economic status on student achievement..................... 108 Figure 3.4. Disadvantaged students are overrepresented in disadvantaged schools .............. 109 Figure 3.5. How student-related school climate factors affect learning................................. 120

EQUITY AND QUALITY IN EDUCATION: SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS - ? OECD 2012

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download