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Socioeconomic inequality and educational outcomes = evidence from twenty years of TIMSS /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Socioeconomic inequality and educational outcomes/ by Markus Broer, Yifan Bai, Frank Fonseca.
其他題名:	evidence from twenty years of TIMSS /
作者:	Broer, Markus.
其他作者:	Bai, Yifan.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	viii, 83 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Educational equalization. -
電子資源:	https://doi.org/10.1007/978-3-030-11991-1
ISBN:	9783030119911

Socioeconomic inequality and educational outcomes = evidence from twenty years of TIMSS /
Broer, Markus.

Socioeconomic inequality and educational outcomesevidence from twenty years of TIMSS /[electronic resource] :by Markus Broer, Yifan Bai, Frank Fonseca. - Cham :Springer International Publishing :2019. - viii, 83 p. :ill., digital ;24 cm. - IEA research for education, a series of in-depth analyses based on data of the international association for the evaluation of educational achievement (IEA),v.52366-1631 ;. - IEA research for education, a series of in-depth analyses based on data of the international association for the evaluation of educational achievement (IEA) ;v.6..

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.

ISBN: 9783030119911

Standard No.: 10.1007/978-3-030-11991-1doiSubjects--Topical Terms:

567302
Educational equalization.

LC Class. No.: LC213 / .B764 2019

Dewey Class. No.: 379.26

Socioeconomic inequality and educational outcomes = evidence from twenty years of TIMSS /
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505 0 $a 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.
506 $a Open access.
520 $a 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.
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