This document discusses supporting disadvantaged students and schools through equitable education policies. It finds that investing in equity pays off by limiting education failure and its social costs. High-performing education systems combine quality with equity. The relationship between socioeconomic background and performance varies across countries and locations within countries. Strategies to promote equity include early childhood education, reducing grade repetition, limiting school choice stratification, funding schools equitably based on student needs, and supporting low-performing disadvantaged schools and teachers.
Separation of Lanthanides/ Lanthanides and Actinides
Equity and Quality in Education: Supporting Disadvantaged Students
1. Equity and Quality in Education:
Supporting Disadvantaged
Students and Schools
Investing in equity in education pays off
Hong Kong, May 10th 2012
2. High education performers combine quality with equity
Strength of the relationship between performance and socio-economic background above the OECD average impact
Strength of the relationship between performance and socio-economic background not statistically significantly different from the OECD average impact
Mean Strength of the relationship between performance and socio-economic background below the OECD average impact
score
560
Above-average reading performance Above-average reading performance
Above-average impact of socio-economic Shanghai-China Below-average impact of socio-economic
540 background Korea background
Switzerland Finland
Singapore Sweden
Canada Hong Kong-China
520 New Zealand Australia Japan
Denmark Netherlands Norway
Belgium Poland Estonia
United States Ireland
500 Hungary Iceland
Germany France Chinese Taipei
Portugal Greece United Kingdom
OECD average Italy
480 Slovenia Macao-China
Slovak Republic Spain Czech Republic
Luxembourg Israel
Turkey Austria
460 Russian Federation
Chile
440
Mexico
420 Below-average reading performance Below-average reading performance
average
OECD
Above-average impact of socio-economic Brazil Below-average impact of socio-economic
background background
400
30 25 20 15 10 5 0
Percentage of variance in performance
explained by the PISA index of economic, social
and cultural status (r-squared x 100)
3. %
0
10
20
30
40
50
60
70
80
Shanghai-China
Hong Kong-China
Korea
Macao-China
Singapore
Finland
Japan
Turkey
Canada
Portugal
Chinese Taipei
Poland
New Zealand
Spain
Liechtenstein
Estonia
Netherlands
among disadvantaged students
More than 30% resilient students
Italy
Switzerland
Latvia
Australia
OECD average
France
Belgium
Ireland
Iceland
Mexico
United States
Greece
Thailand
Croatia
Tunisia
Norway
social background)
Hungary
Sweden
Slovenia
Indonesia
Denmark
Chile
United Kingdom
Israel
disadvantaged students
Colombia
Resilient student: Comes from the bottom quarter of the
Germany
top quarter of students internationally (after accounting for
Brazil
socially most disadvantaged students but performs among the
Czech Republic
Slovak Republic
Luxembourg
Between 15%-30% of resilient students among
Lithuania
Austria
Russian Federation
among disadvantaged students
Trinidad and Tobago
Percentage of resilient students
Uruguay
Serbia
Jordan
Albania
Argentina
Dubai (UAE)
Romania
Bulgaria
Panama
Montenegro
Kazakhstan
Peru
students among
Azerbaijan
Less than 15% resilient
Qatar
disadvantaged students
Kyrgyzstan
4. 400
550
600
350
500
450
300
Shanghai-China
Korea
Hong Kong-China
Singapore
Canada
New Zealand
Japan
Australia
Belgium
Poland
United States
Germany
Ireland
Chinese Taipei
Denmark
United Kingdom
Hungary
Student performance in large cities
Portugal
Student performance (PISA reading)
Italy
Slovenia
Greece
Spain
Czech Republic
Israel
Austria
Turkey
Dubai (UAE)
Russian Federation
Chile
Mexico
Colombia
Brazil
The world looks very different…
Indonesia
Argentina
Student performance in large cities after accounting for social background
Kazakhstan
Qatar
5. 400
550
600
350
500
450
300
Shanghai-China
Canada
Korea
Japan
Poland
Hong Kong-China
Australia
Israel
Singapore
Portugal
Czech Republic
Spain
New Zealand
Hungary
Chinese Taipei
Germany
Russian Federation
Student performance in large cities
Italy
Greece
Ireland
Dubai (UAE)
Denmark
United Kingdom
United States
Belgium
Slovenia
Turkey
Mexico
Austria
Qatar
Chile
Colombia
The world looks very different…
Argentina
Kazakhstan
Student performance in large cities after accounting for social background
Brazil
Indonesia
6. Reducing school failure pays off
It limits capacity of
Education economies to grow and
failure innovate
imposes
high costs
to individuals Damages social cohesion and
and to mobility and is expensive:
Higher public health expenditures
society Higher welfare, increased criminality
.. and the current crisis has brought equity to the forefront
7. Increased likelihood of postsecondary participation at age 19/21
associated with PISA reading proficiency at age 15 (Canada)
After accounting for school engagement, gender, mother tongue, place of
residence, parental, education and family income (reference group PISA Level 1)
Odds ratio
higher 20
education entry 18
16
14
12
10
8
6
4
2
Age 19 0
Age 21
Level 5
Age 21 Level 4
Level 3
Level 2
8. bn$
4000
6000
8000
2000
10000
12000
14000
0
United States
Mexico
Turkey
Germany
Italy
Japan
France
Spain
United Kingdom
Poland
Canada
Greece
Korea
Australia
Portugal
Belgium
Netherlands
Norway
Sweden
Austria
Czech Republic
Switzerland
Hungary
Denmark
scored a minimum of 400 PISA points
Ireland
Slovak Republic
New Zealand
Potential increase in economic output if everyone
Luxembourg
Finland
Iceland
9. Policies to achieve more equitable education systems and
reduce dropout
Invest early and through upper
secondary
Eliminate Support low
system level performing
obstacles to disadvantaged
equity schools
10. R R E
Policies and practices Policies System School Equity
Learning climate
Discipline
Teacher behaviour
Parental pressure
Teacher-student
relationships
Policy Dealing with heterogeneity
Grade repetition
influences Prevalence of
tracking
measured Expulsions
Ability grouping
through PISA (all subjects)
Standards /accountability
Nat. examination
Standardised tests
Posting results
Governing schools
School autonomy
(content)
Choice and
competition
Private schools
Managing resources
Prioritising pay
Student-staff ratios
Length of pre-school
11. Manage school choice
Choice Opt for
higher quality
schools, and might
foster efficiency, spur
innovation and raise quality
overall.
Choice can result in a
greater sorting and
segregation
of students by
ability, income and ethnic
background. Equity
12. Percentage of students
100
0
10
20
30
40
50
60
70
80
90
Turkey
Russian Federation
Iceland
New Zealand
Slovenia
Poland
United Kingdom
United States
Brazil
Greece
Norway
Czech Republic
Bottom quarter
Estonia
Mexico
Germany
Finland
OECD average
Canada
Second quarter
Switzerland
Italy
Sweden
Austria
Shanghai-China
Third quarter
Slovak Republic
Hungary
Portugal
Israel
Denmark
Top quarter
Spain
Luxembourg
Japan
Percentage of students attending privately managed schools by ESCS
Australia
Korea
Chile
Ireland
Netherlands
Hong Kong-China
Stratification between public and private schools
Macao-China
13. Policy options to manage school choice
Introduce controlled choice programmes balancing choice
with equity
• In Cambridge (United States) a choice programme ranks the preferred
schools and reviews and allocates students centrally, taking diversity
criteria into consideration.
Ensure that disadvantaged students are attractive to high
quality schools
• Providing financial incentives to schools to enrol low performing and
disadvantaged students.
• Limiting the selection mechanisms that schools can employ (criteria for
admission, time of registration, additional fees).
• Providing vouchers or tax credits to make high quality schools affordable.
Level the playing field for disadvantaged students
• Raising awareness, improving disadvantaged families’ access to
information about schools and supporting them to make better-informed
choices.
• Milwaukee (United States) set up an extensive programme to inform
parents and help them in the choice process. As a result of all these
actions, 95% of families filled in their school choice forms.
14. Make funding more responsive to needs
Provide sufficient
resources to
improve the quality Take into
of early childhood consideration that
education and the instructional
care and promote costs of
access, in disadvantaged
particular for students may be
disadvantaged higher
families
In Ontario (Canada), low-
In the United States, only 45% income families, recent
of 3-to-5-year-olds from low- immigration, students with
income families are enrolled in low educated parents, and
pre-school single parent groups are
programmes, compared to taken into account in the
almost 75% from high-income distribution of funds to
families school boards
15. Score point difference
20
40
60
80
100
120
0
Israel
Singapore
Belgium
Macao-China
Italy
France
Hong Kong-China
Switzerland
Denmark
United Kingdom
Greece
Shanghai-China
Germany
Spain
New Zealand
socio-economic factors
Australia
Slovak Republic
Observed performance advantage
Sweden
Brazil
Hungary
Performance advantage after accounting for
Luxembourg
Mexico
Canada
OECD average
Chinese Taipei
Poland
Iceland
Czech Republic
Japan
Austria
Norway
Russian Federation
Portugal
Chile
United States
Turkey
Netherlands
pre-primary school for more than one year and those who did not
Ireland
Slovenia
Performance difference in PISA 2009 between students who had attended
Finland
Korea
Estonia
16. Percentage of students
0
10
20
30
50
70
80
40
60
Korea
Japan
Shanghai-China
Singapore
Russian Federation
Greece
Estonia
Chinese Taipei
Israel
Mexico
Hong Kong-China
Brazil
Macao-China
Turkey
Italy
Poland
Portugal
Spain
Four hours a week or more
France
Norway
OECD average
Slovenia
Czech Republic
Hungary
United Kingdom
Chile
by hours per week
Denmark
Luxembourg
Slovak Republic
Germany
Less than 4 hours a week
Belgium
Switzerland
Iceland
United States
Ireland
Australia
Canada
Netherlands
Austria
New Zealand
Percentage of students attending after-school lessons,
Sweden
Finland
17. Upper secondary pathways:
promote more work-oriented skills
More skilled and
better labour-market
outcomes
Provide a mix of
academic and technical
skills for those struggling
with school and more
academic learning.
Design high
quality and
relevant VET
programmes
18. Upper secondary pathways:
promote more work-oriented skills
Academic and
vocational tracks Guidance and
should be counselling
services need to
equivalent engage more
to ensure fully with the
transferability and
avoid dead ends VET should world of
provide high
level work
generic
skills in
addition to
professional
ones
19. The relationship between school average socio-economic
background and school resources
Belgium
Italy
Ireland
Spain
Estonia
Iceland
Portugal
Japan
Netherlands
Korea
Russian Federation
Germany
Luxembourg
Denmark
Greece Socio-economically
Norway
Macao-China advantaged schools
OECD average (benchmark)
Sweden have more favourable student-
New Zealand teacher ratios
Canada
Finland
Czech Republic
Switzerland
Mexico
Hong Kong-China
Hungary
Poland
Slovak Republic
Chile
Austria
Chinese Taipei
Socio-economically Australia
United Kingdom
disadvantaged schools Shanghai-China
Singapore
have more favourable United States
Brazil
student-teacher ratios Israel
Slovenia
Turkey
-0.50 -0.30 -0.10 0.10 0.30 0.50 0.70
20. Support low performing disadvantaged schools
• Initial school leadership training; attractive working
School leadership conditions to attract and retain competent leaders
• Restructure schools when needed
• School plans to prioritise school climate and positive
relationships, discipline alone not effective
School climate • Monitoring and data for intervention
• Alternative organisation of distribution of learning time
• Provide specialised initial teacher education
Quality teaching • Ensure incentives and working conditions, time for
planning, working together, mentoring
• Support culture of high expectations
• Provide teacher support on how to tailor
Classroom strategies instruction, assessment and curricular practices to
needs of disadvantaged schools and students
Parental and • Need to prioritise with select communication strategies
community • Provide guidelines to parents on their role
engagement • Foster closer links with communities and mentors
21. Examples of systemic support to schools
Québec “Act Ontario Focused Shanghai-China
differently”: Intervention Program Converting “weaker
• Database of effective (OFIP, 2006/07-): schools” into stronger
practices for intervention • Targeted support to ones:
to develop schools’ primary schools with • systematically upgrading
expertise (189 schools in improvement difficulties. the infrastructure
2007/08). • Funds for PD, additional • more resources
• School boards, through learning disadvantaged
resources and resources, literacy and schools, including high-
coordination, support the numeracy coaches, and
school leadership team. teacher release time for performing teachers
collaboration and training. • pairing high and low
• Results 2002/03- 2010/11: performing districts and
schools with fewer 1/3 low schools
achievers went from 19% • commissioning “strong”
to 6%. public schools to take over
“weak” ones
PRT CAN
22. Disadvantaged schools difficulties in attracting and
retaining teachers
• Teachers in schools • Rural schools with • School leaders report
with higher higher proportions of that it is difficult to
proportions of low- aboriginal students recruit and retain
SES or minority are seen as less teachers to work in
students have higher desirable, making it schools with children
propensity to leave. harder to recruit and born abroad.
retain teachers.
United
Australia Japan
States
FN
• Teachers in schools • Schools with higher • Better qualified
with higher levels of minority teachers are less
proportions of low students harder to likely to teach in
socio-economic staff and teachers schools containing
status students have are significantly more minority and
higher propensity to likely to leave. disadvantaged
leave. children.
New
Norway France
Zealand
23. Attract, support and retain high quality teachers
Align
teacher
education
Adequate High Mentoring
financial
and career quality for novice
teachers teachers
incentives
SIN
Supportive
working
conditions
24. For more information
For further information at OECD Education:
POL Andreas Schleicher, Deputy Director:
Andreas.schleicher@oecd.org
Beatriz Pont, beatriz.pont@oecd.org
Notes de l'éditeur
Within the Asia-Pacific region, for example, Korea, Shanghai-China and Japan are examples of Asian education systems that have climbed the ladder to the top in both quality and equity indicators. In North America, Canada is among such countries as well. The United States is above the OECD mean in reading performance but below the mean with regard to equity.
East-Asian countries are at the top in terms of the percentage of resilient students among disadvantaged students.
All OECD member countries face the problem of school failure and dropout, its most visible manifestation: students who exit the school system before finishing secondary school or with lower quality qualifications, resulting in high costs not only for them, but for the society and the country as a whole. This phenomenon can be caused by a multitude of different factors: student-based, such as learning difficulties, heterogeneous educational needs; socio-cultural, related to students’ family and socio-economic background and institutional: school-based, such as inadequate resources, incoherent curriculum, inappropriate teaching methods. The social and economic costs of school failure are extremely high, and take many different forms: increased criminality, lower rates of economic growth, lower intergenerational effects on children and parents, higher public health spending, higher unemployment, lower social cohesion and even lower participation in civic and political activities. Early school leavers have lower income jobs than secondary school graduates and pay fewer taxes. Since only half of high school dropouts have regular jobs (compared to 74 % for graduates), they are also more likely to rely on public assistance – in the case of unemployment, and on public health systems, and this require countries to make greater public expenditures.Reducing early school leaving is costly as it involves measures throughout the basic education system as well as areas outside education, such as social services and health. However, investments in strategies to prevent drop out represent money well spent as the benefits largely outweigh the long term costs for societies and individuals (Lyche, 2010).Accurate information systems are fundamental to respond to students drop out. When designing a strategy to reduce dropouts, a country needs systematic diagnoses proving relevant information: which students are dropping out? At which stage? Where? This is fundamental, as what cannot be seen, cannot be fixed. It requires information on student and school outcomes and background information. Early investments pay off. It is much better to focus on preventive measures, by investing in a) early childhood education and care (ECEC) and b) getting all students to secure basic skills in primary education than to invest in recuperative measures in upper secondary education and beyond as these are not only more costly but require much more individualised attention and coordinated responses from different social services. System-wide measures, such as making vocational education and training both more relevant and attractive, raise the quality of all students at the same time as it reduces the probability of dropping out. Together with the implementation of system-wide measures, student-centred measures that aim to provide individual support to at-risk students should lead to a reduction of dropouts.
Let me briefly summarise the influences that we have measured in PISA.
Grade repetition is practised in many OECD countries: 13% of 15-year-olds are reported to have repeated at least one year either in primary or secondary school. This proportion is particularly high in the partner economy Macao-China, where it affects over 40% of students. School systems that extensively use repetition are associated with low levels of educational performance, while strategies to support each individual prevail in countries with higher performance levels.
Policy options to eliminate grade repetitionPreventive measures: ensure continuous assessment and support strategies. The most successful alternatives are focused on prevention to make repetition unnecessary, providing the needed support to those falling behind before the end of the school year and putting them back on track on time, before the learning gaps widen, as done in Finland and Japan (see below). Continuous assessment of students’ needs can facilitate the design and implementation of tailored support programmes as early as possible. These include improving teachers’ skills to teach in classrooms with more diverse attainment levels, extending learning opportunities as well as diversifying the strategies to support learning, and strengthening students’ meta-cognitive skills.Promotion with support. Repetition rates can be reduced by restricting the criteria that determine whether a student is to be held back and by establishing further opportunities to move forward. However, promotion should be combined with a structured and engaging plan of support to correct educational deficits and meet the educational standards. Also, repetition can be limited to the subjects or modules failed instead of year-repetition. For example, in Canada, New Zealand and the United States, retention is usually restricted to the specific classes that the student failed. A student can be, for instance, promoted in a math class but retained in a language class.Reversing the culture of grade repetition in schools. Educational authorities should raise teacher awareness of its consequences, offer support and resources, and also include teachers and school leaders in searching for alternatives to help students with learning difficulties. In addition, financial incentives and targets for reduction of repetition can be introduced into accountability systems. For example, in France repetition levels have substantially decreased since specific targets to hold schools accountable for grade repetition rates were established in parallel with individualised support and catch up opportunities.Country practices:In Finland, retention was widely used before a policy of automatic promotion combined with early intervention was implemented in the 1970s. Today, fewer than 2% of students who leave the compulsory nine-grade comprehensive school at the age of 16 have repeated a grade. Every child has the right to individualised support provided by trained professionals as part of normal schooling. Also, in upper secondary school a student may repeat only those courses that were not passed satisfactorily rather than an entire grade.In Japan students are not held back if they are having difficulty. Teachers are responsible for ensuring that all students keep up with the curriculum and they meet frequently with one another to discuss students who are having difficulty in order to provide them with more individual attention within the regular school day. Also, students who are not doing well in certain subjects usually receive extra instruction after school.
School choice advocates often argue that the introduction of market mechanisms in education allows equal access to high quality schooling for all. Expanding school choice opportunities, it is said, would allow all students – including disadvantaged ones and the ones attending low performing schools – to opt for higher quality schools, as the introduction of choice in education can foster efficiency, spur innovation and raise quality overall.School choice schemes that do not take into account equity considerations can result in a greater sorting and segregation of students by ability, income and ethnic background. Evidence shows that oversubscribed schools tend to select students who are easier to teach and more able to learn. Also,more disadvantaged parents tend to exercise choice less. They may face more difficulties gauging the information required to make informed school choice decisions.
In some countries, as Korea or Finland, there are little or no differences by socio-economic background in attendance to private schools. However, in other countries, such as Australia, very different patterns are observed between advantaged and disadvantaged students, contributing to further segregation.
Some countries have opted for a targeted approach by promoting access for disadvantaged groups. This is the case in the United States, where only 45% of 3-to-5-year-olds from low-income families are enrolled in pre-school programmes, compared to almost 75% from high-income families (Fuller et al., 2002). Also, funding support to schools that cater to low-income students is provided in Singapore. There are risks however: targeted programmes segregate, may stigmatise and may fail to provide ECEC for many of the children eligible or for a large group of more moderate income families that are also unable to afford the private costs (OECD, 2006). Among the different existing funding strategies for schools, formula funding using a needs-based group of variables is most conducive to equity. In this approach students are typically the unit of measure and money follows the student if she/he moves to another school. This funding strategy allows an additional component to account for students’ supplementary educational needs relating to socio-economic disadvantage and learning difficulties (Ross and Levacic, 1999). The additional resources are meant to provide further help for pupils such as additional teaching time, specialised learning material and in some cases smaller classes. In Ontario (Canada), for example, low-income families, recent immigration, students with low educated parents, and single parent groups are taken into account in the distribution of funds to school boards.
Figure II.5.9
In many Asian countries the number of students who attend after-school lessons is very high, and these are often private. In Korea, private tutoring, also known as shadow education, is a common practise and the government offers additional financial support to schools and parents.Box 2.4. Making after-school lessons available to all students in KoreaIn Korea, a government survey found that 77% of students in primary and secondary schools have private tutors, which is known as hagwon, for an average of about 10 hours a week. Private tutoring reinforces inequities as it represents a considerable financial burden for low income families. Its costs are estimated to represent 8% of the monthly average income, which adds up to the already high level of private spending in education. In Korea, additional resources enable schools to offer extra instruction after school and financial support is provided to poor parents to make private tutors more affordable.
The attractiveness and relevance of the pathways offered to students in upper secondary are essential to motivate them to stay in education. In the United States, a recent study called Pathways to Prosperity (Symonds, Schwartz and Ferguson, 2011) highlights the important value of VET for the development of well balanced young people, who acquire a combination of work oriented and academic skills to support their transition from school to work.Although almost half of the students in upper secondary education are enrolled in vocational education and training (VET) programmes (OECD, 2011d), this average masks significant differences between countries. A group of countries has more than two thirds of their students enrolled in VET (among them: Austria, Belgium, Czech Republic, Finland, the Netherlands and Slovak Republic), while in another group, less than one third of students are enrolled in VET (Canada, Estonia, Greece, Hungary, Japan, Korea, Mexico, United Kingdom) (Figure 2.4). In many countries upper secondary vocational programmes are school-based, while in countries such as Austria, Czech Republic and Iceland, more than 40% of vocational and technical programmes have a combination of school and work based elements; in Denmark, Germany, Hungary, Ireland and Switzerland this figure surpasses 75% (OECD, 2011d). VET programmes have tended to suffer from a poor reputation in many countries, as these seemed to be of limited relevance for the labour market and a weak option in upper secondary education (OECD, 2010g). For instance vocational tracks tend to concentrate students with lower socio-economic backgrounds, and to have higher dropout rates (OECD, 2007). Students enrolled in VET at age 15 in most OECD countries do not tend to perform as well according to PISA 2009 as those attending non-vocational tracks, after controlling for gender and a number of family characteristics (OECD, 2011d). The differences in performance are the largest in the Netherlands, Greece and Belgium although there is a group of countries, including Sweden, Luxembourg, Portugal, Switzerland and Mexico, with a positive difference in favour of students in vocational streams (OECD, 2010e). This can imply that students’ skills when they begin VET are lower, or that VET is not preparing students with basic skills in literacy, numeracy and science.
Box 2.5. Revamping technical education in SingaporeOne of the main sources of Singapore’s competitive advantage is the ability of the government to manage supply and demand of education and skills. In 1992, Singapore reviewed its vocational education and decided to transform and reposition it so that it was not seen as a place of last resort. They created of the Institute for Technical Education (ITE), which transformed the content, quality and image of vocational education. ITE’s founders brought in leaders with a broad vision and staff committed to caring for students. They revamped the curriculum and workforce certification system, developed courses in new industries and consolidated existing technical campuses into three mega campuses with a sophisticated technology base and close ties to international corporations. To combat the societal prejudice against less academically-inclined students, ITE promoted and rebranded its kind of “hands-on, minds-on, hearts-on” applied learning. The result has been a doubling of enrolment since 1995, and ITE students now constitute about 25% of the post-secondary cohort. More than 82% of students in 2009 completed their training and are placed in jobs. Pay levels for ITE graduates have also been strong, and the ITE track is now seen by students as a relevant pathway. Part of the reason for the success of the technical education at ITE is that students get a strong academic foundation early in their academic careers so they can acquire the more sophisticated skills required by leading edge employers.Equivalence between pathways would ensure that students can choose between a range of choices in upper secondary and that VET is not perceived as a second best option. As an example, between the mid-1980s and mid-1990s, Nordic countries implemented a number of educational reforms focusing largely on expanding vocational education options and making them equivalent to more academic options, as a means of encouraging students to remain in school (Bäckmanet al., 2011).Greater equivalence also means ensuring transferability between programmes to avoid dead ends and pathways which lock individuals out of further learning options. As more young people continue their studies or change their target occupations, it is necessary to give VET students the opportunity to enter some form of relevant post secondary education, including in another field of study or work. As an example, 17% of Dutch upper secondary vocational students continue into tertiary education (Akkerman et al, 2011). To ensure equivalence with more academic programmes, VET students need to develop similar generic skills, as those usually delivered in more academic upper secondary programmes. Literacy, numeracy and scientific knowledge and skills are as important as the professional ones that VET graduates acquire for their life-course employment, learning and socialisation (OECD, 2010g). For this purpose, students should be systematically assessed upon entering VET to ensure a basic minimum and provide targeted support if needed. VET programmes should prepare their students with high level generic skills (Symonds, Schwartz and Ferguson, 2011).Existing guidance tends to be more focused on academic choices than on occupational ones and this may not be useful for students who are considering vocational education and training. Guidance and counselling services need to engage more fully with the world of work in order to ensure their advice is accurate and appropriate, and specifically to give students the opportunity to try out future professions. Practical options include visits and meetings with representatives of local industries, community agencies, work simulation and work placements (OECD, 2004).
Box 3.4. Systemic support for sustainable improvement In Québec, the Ministry of Education’s intervention “Agirautrement (Act differently)”aims at fostering large scale transformation in the province’s most disadvantaged schools, to improve both student success and equity. The ministry gives these schools (189 in the year 2007-2008) access to a large database of effective practices for intervention so they can develop their expertise. School boards, through resources and especially through coordination, support the school leadership team in the implementation of practices that are adapted to their students’ socio-economic characteristics In Ontario, the Focused Intervention Program (OFIP, since 2006/07) provides targeted support to primary schools that have “experienced particular difficulties in achieving continuous improvement”, measured through results on provincial assessments of reading, writing, and mathematics (grades 3 and 6). OFIP funds are used for professional development, additional student and professional learning resources, literacy and numeracy coaches, and teacher release time for collaboration and additional training. In 2006/07, schools qualified for OFIP support if less than 34% of students reached provincial standard in grade 3 reading. In addition, since 2009/10, resources from the OFIP programme were extended to over 1100 schools in which less than 75% of students met provincial standard in the grades 3 and 6 assessments (Schools in the Middle [SIM]). OFIP and SIM aim at pooling and enhancing professional resources within a school so that under-achievement becomes a shared issue. It is tackled, for example, by a school improvement team supported by literacy and numeracy coaches. Schools selected for participation in OFIP tend to be those serving disadvantaged communities, with a relatively high percentage of students with special education needs or an above-average range of educational challenges. From 2002/03 to 2010/11, the number of schools with fewer than 34% of students achieving at provincial standard in grade 3 reading was reduced by two thirds (from 19% to 6%), showing significant success in reducing the number of primary schools in which students fail.In spite of the considerable social and economic inequalities, Shanghai-China has managed to obtain high average scores and low variability in school performance in PISA with efforts to improve the school system by converting “weaker schools” into stronger schools. Measures included i) systematically upgrading the infrastructure of all schools to similar levels, ii) establishing a system of financial transfer payments to schools serving disadvantaged students and transferring high-performing teachers from advantaged to disadvantaged schools, either temporarily or permanently, iii) pairing high-performing districts and schools with low-performing districts and schools, where the authorities in each exchange, discuss their educational development plans with each other work together to deal with problems and share their curricula, teaching materials and good practices, iv) commissioning “strong” public schools to take over the administration of “weak” ones and sending a team of experienced teachers to lead in teaching. These arrangements not only benefit weak schools but also strong schools, for example providing the latter with more opportunities to promote their teachers.
High absenteeism, behavioural problems and course failure (MacIver, 2009) are strong predictors of both student disengagement and school failure, and they can be used to identify students very early on (Kieffer, Marinell and Stephenson, 2011). The creation of a positive learning environment needs to be backed up by precise diagnosis, reliable information systems and accurate data to inform strategic and day-to-day decision making (Faubert, 2012). Box 3.6. The use of data for school and student improvement in the NetherlandsAn important source for research and monitoring is the Personal Identification Number (PGN), which has been issued to every child in the country over the age of 3½. Commonly referred to as the education number, it is the same as the tax and social insurance number. Schools pass on the PGN together with certain other data on pupils to other schools, as the child progresses through education. These data are increasingly used for purposes such as monitoring pupils’ school careers, school attendance or dropout. The PGN is very useful in the action plan against dropout, because it offers complete and reliable figures on rates nationally, regionally and at municipal and district levels. All schools in secondary education are expected to register absenteeism, disengagement and dropout, and a monthly report is available to municipalities and schools to allow them to give priority to those at risk. Also, these data are linked to socio-economic data (including demographics, native Dutch citizens, ethnic minorities, unemployment, people entitled to benefits, etc.) by region, city and district, which provides a wealth of information for implementing and adjusting policy. This monitoring of results enables the authorities to assess what works and what doesn’t, and therefore to disseminate good practices.
The key to the success of some countries – such as Finland and Korea – which combine equity and high performance, resides in ensuring excellent teachers for all students (OECD, 2011c). Singapore is notable for its comprehensive approach to selecting, training, compensating and developing teachers and principals (OECD, 2011c). Also, the best teachers work with the students who are having the greatest difficulty reaching Singapore’s high standards. Similarly, in Japan, officials in the prefectural offices allocate good teachers to schools with weak faculties to make sure that all students have equally capable faculties.Align teacher education with disadvantaged schools’ needs, to ensuring that teachers receive the skills and knowledge they need for working in these schools. Provide mentoring for novice teachers working in these schools: well structured programmes may improve teacher effectiveness and increase retention in disadvantaged schools. Provide supportive working conditions to retain effective teachers in disadvantaged schools. Teachers are more likely to stay in those schools where they can work effectively and see the results of their effort. Without these, teachers may feel ineffective and may move schools or quit teaching altogether.Design adequate financial and career incentives to attract and retain high quality teachers in disadvantaged schools. Box 3.2. Selected examples of mentoring and induction programmesJapan: 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. Teachers also complete an action research project investigating a classroom lesson. 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; they also, analyse lessons in groups with experienced teachers, join teaching research groups with more experienced teachers to discuss teaching techniques, and can be recognised for excellent teaching as novices through district-organised competitions. Box 3.3. Incentives for teachers in North Carolina (United States) and KoreaNorth Carolina: In the United States, North Carolina offered between 2001 and 2004 a retention bonus ($1 800 US) for certified mathematics, science and special education teachers in high-poverty and low-performing schools. Overall, the bonus programme reduced teacher turnover by 17%, a cost saving of approximately USD 36 000 for each teacher who chose not to or delayed leaving or moving schools.Korea: All teachers are held to high standards, which contribute to the country’s high levels of performance and equitable distribution of teachers. Other contributing elements are the highly respected status of teachers, job stability, high pay, and positive working conditions, including high levels of teacher collaboration (Kang and Hong, 2008). Low socio-economic status students in Korea are more likely than high socio-economic status’ students to be taught by high quality mathematics teachers. Multiple incentives are offered to candidates who work in high need schools, including additional salary, smaller class size, less instructional time, additional credit towards future promotion to administrative positions, and the ability to choose the next school where to work in.
Targets are a powerful catalyst for improvement. However, its success depends on the capacity to align efforts towards the goals, which requires carefully setting them to ensure their effectiveness. For example, successful systems are careful to avoid an overemphasis on standardisation, narrowing the curriculum and other distortions of teaching practices.Ontario (Canada) has set targets in both basic skills and dropout, as it aims at increasing the provincial passing rate in literacy and numeracy from 55% to 75%, and at raising upper secondary graduation rates from 68% to 85% (OECD, 2011c). Targets can also be focused on specific groups. For example, halving the gap for indigenous students in reading, writing and numeracy is one of the targets of the Australian education system (Santiago et al., 2011). However, students’ assessments, including examinations, can provide a more accurate measure of learning outcomes and teaching performance. To this end, two-thirds of OECD countries have introduced student assessments at lower secondary education. Establishing clear boundaries on the extent to which the results can inform decision-making is crucial to prevent a flawed implementation and effectively align the incentives of all actors. Many education systems use value added measures, contextualize results with measures of socio-economic conditions and do not use results to provide sanctions or rewards. A controversial issue is whether school-level examination results should be published.
The project Overcoming School Failure: Policies that Work provide assessment and assistance to countries in improving their policies and practices, so as to achieve real improvement in reducing educational failure and dropout rates. To do so, it will assess progress in education policies leading to reduced failure, using the Ten Steps to Equity in Education as a basis, analysing their implementation and impact when possible. The impact of the Ten Steps framework will be gauged when possible, and the obstacles with which countries have been confronted in school failure reduction will also be assessed.