Equity and Quality in Education: Supporting Disadvantaged Students and Schools
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Transcript of Equity and Quality in Education: Supporting Disadvantaged Students and Schools
Equity and Quality in Education: Supporting Disadvantaged
Students and Schools
Investing in equity in education pays off
Education International, London, January 29, 2013
Beatriz Pont, OECD Sr. Analyst, Education Directorate
Improving equity and reducing school failure is a policy priority
Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD (2012)
An OECD report to:
Provide a comparative overview of the high economic and social costs of inequity
Present responses for education systems to overcome their equity challenges
Contribute to reduce failure and drop out rates.
High education performers combine quality with equity
The challenge: that all students reach a minimum
Proportion of 15 year olds that do not reach a minimum level of reading skills, PISA 2009
The challenge: to reduce dropout rates
% of individuals who have not completed upper secondary education by age group
The challenge: to reduce the risk of low achievement due to personal circumstances (fairness)
Relative risk of scoring below level 2 depending on personal circumstances, PISA 2009
Low
risk
H
igh
risk
The reading gap between immigrant students and natives
Reading performance by immigrant status in PISA (2009)
Differences between and within schools
Reducing school failure pays off
It limits capacity of economies to grow and innovate
Damages social cohesion and mobility and is expensive:
Higher public health expendituresHigher welfare, increased criminality
.. and the current crisis has brought equity to the forefront
The public benefits of investing in upper secondary education outweigh the costs
Public cost and benefit for a man obtaining upper secondary or post-secondary non-tertiary education
Policies to achieve more equitable education systems and reduce dropout
Avoid system level policies that hinder equity
Avoid system level policies that hinder equity
Manage school choice
Choice
Equity
Make funding more responsive to needs
Policies to achieve more equitable education systems and reduce dropout
Support low performing disadvantaged schools
Disadvantaged schools are confronted to multiple challenges
Impact of school’s socio-economic status on student achievement
Score point difference associated with a one-unit increase in the school-level PISA index of economic, social and cultural status, PISA 2009
(1) Examples of systemic support to schools
Strengthening school leaders
(3) Disadvantaged schools difficulties in attracting and retaining teachers
Quality teaching in disadvantaged schools: a key challengeRelationship between school average socio-economic background and teachersDisadvantaged schools tend to have higher
proportions of full-time teachers……But a fewer proportion of them have an
advanced university degree
Students attending
more advantaged
schools tend to enjoy a higher
proportion of high
quality, full-time
teachers
(3) Attract, support and retain high quality teachers
Japan: Induction centres
provide all new teachers
with in-service training; in
schools, teachers
regularly observe other
teachers and receive
feedback on their own
demonstration lessons.
New Zealand: All teachers receive 20% released time during their first two years teaching to participate in the Advice and Guidance
programme, in which an experienced teacher leads a peer support group of new teachers, and novices regularly observe other teachers.
Shanghai (China): All
new teachers participate
in workshops, mentoring,
peer observation; analyse
lessons in groups with
experienced teachers, join
teaching research groups
to discuss teaching
techniques, and can be
recognised for excellence.
North Carolina (US): a retention bonus ($1 800 US) in high-poverty and low-performing schools reduced teacher turnover by 17%.
Korea: Multiple
incentives are offered
to work in high need
schools, including
additional salary,
smaller class size, less
instructional time,
promotion to
administrative
positions, and
choosing the next
school.
(4) More effective classroom strategies for disadvantaged students
(5) Parental and community engagement
Participating countries and outputs
Participating countries• Austria • Canada (Québec, Ontario,
Yukon, Manitoba)• Czech Republic• France• Greece• Ireland• the Netherlands• Spain• Sweden
Outputs Comparative report:
Equity and quality in education: supporting disadvantaged students and schools
National background reports Working papers Country Spotlight Reports Website:
www.oecd.org/edu/equity
For more information
For further information at OECD Education: Beatriz Pont, [email protected]