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CIES 2017 From Access to Equity (2) Outcomes

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CIES 2017 From Access to Equity (2) Outcomes

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Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017

Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017

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CIES 2017 From Access to Equity (2) Outcomes

  1. 1. Unequal outcomes: the role of school effectiveness in shaping learning trajectories Jack Rossiter, Education Research Officer CIES Atlanta, 9 March 2017
  2. 2. 1. Enrolment is not learning 2. Measuring what matters for learning is not straightforward 3. I will review our approach to measuring meaningful learning in Young Lives’ school surveys 4. Then suggest how this may be used to understand student learning trajectories and for comparative analysis of school effectiveness MAIN POINTS
  3. 3. • Primary ‘global’ net enrolment rate passing 90% (UIS) • But what will this mean for learning by 2030? FROM SCHOOLING TO LEARNING
  4. 4. • Young Lives ‘school component’ introduced in 2010 • No intervention: understand, describe and explain using observational data • 2016-17: upper primary (Ethiopia) and secondary (Vietnam and India) grades YOUNG LIVES SCHOOL EFFECTIVENESS SURVEYS Country Sites Schools Students India 20 205 9,820 Vietnam 14 52 8,860 Ethiopia 30 64 12,140
  5. 5. SCHOOL SURVEYS: EXAMPLE RESEARCH QUESTIONS Benchmarking levels of attainment and progress in key domains  What are students’ levels of performance in core curricular and transferable skills domains?  How do students progress over time (in one academic year & since previous surveys)?  What is the nature of inequalities in attainment & progress, and how are these shaped over time?
  6. 6. • Defining learning quality at upper primary and secondary levels is complex: more than the development of basic skills • ‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (e.g. Mayer 2002) • Equip young people with skills for future labour market or higher education opportunities (World Bank 2009)… more on that later ASSESSING MEANINGFUL LEARNING: MATHS
  7. 7. ASSESSING MEANINGFUL LEARNING: MATHS Number sense and basic number competency Integers and Rational numbers, Powers and Bases Fractions, Decimals, Ratios and Percentages Area and Perimeter, Volume and Surface Area Basic Shapes, Geometry and Visual estimation Algebra: concepts and applications Measurement, Data Interpretation, Analysis and Graphs Problem solving and Applications in daily life Appropriate content domains  Led by curriculum in each country e.g. Ethiopia Minimum Learning Competencies Cross-country cognitive domains  TIMSS 2015 framework • Knowledge • Application • Reasoning
  8. 8. We produced: • A curriculum-linked assessment covering all cognitive domains and the content domains relevant to each country • While retaining cross-country comparability, through use of anchor items in overlapping content/cognitive domains • Which allows later construction of a common scale of mathematics achievement A CROSS-COUNTRY ASSESSMENT
  9. 9. 0 .002.004.006 200 400 600 800 1000 Ethiopia India Vietnam W1 DESCRIPTIVES (A)
  10. 10. W1 DESCRIPTIVES (A)0 .002.004.006 200 400 600 800 1000 Ethiopia India Vietnam Ethiopia 2 India 2 Vietnam 2
  11. 11. W1 DESCRIPTIVES (B) Problem solving and applications in daily lifeIntegers and rational numbers, powers and bases Tú’s father is 6 times as old as Tú. Tú's mother is 25 years old. The average age of this family of three is 20 years. How old is Tú? A. 15 years B. 10 years C. 7 years D. 5 years 0 .5 1 -4 -.305 4 Ethiopia India Vietnam mat26 0 .5 1 -4 .264 4 Ethiopia India Vietnam mat117
  12. 12. AND… With this measurement approach we can:  Understand the educational trajectories of individuals and groups, between testing occasions  Suggest hypotheses about the relationship between student learning progress and school, classroom, teacher and student characteristics (school effectiveness model)  Explore country differences in terms of cultures, curricula and school organisation > not a vehicle for ranking countries but one for further scrutiny
  13. 13. www.younglives.org.uk @YLOxford • methodology and research papers • child profiles and photos • e-newsletter • datasets (UK Data Archive) FINDING OUT MORE

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