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
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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
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Improving equity and reducing school failure is a policy priority
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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.
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High education performers combine quality with equity
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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
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The challenge: to reduce dropout rates
% of individuals who have not completed upper secondary education by age group
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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
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The reading gap between immigrant students and natives
Reading performance by immigrant status in PISA (2009)
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Differences between and within schools
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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
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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
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Policies to achieve more equitable education systems and reduce dropout
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Avoid system level policies that hinder equity
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Avoid system level policies that hinder equity
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Manage school choice
Choice
Equity
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Make funding more responsive to needs
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Policies to achieve more equitable education systems and reduce dropout
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Support low performing disadvantaged schools
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Disadvantaged schools are confronted to multiple challenges
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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
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(1) Examples of systemic support to schools
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Strengthening school leaders
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(3) Disadvantaged schools difficulties in attracting and retaining teachers
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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
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(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.
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(4) More effective classroom strategies for disadvantaged students
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(5) Parental and community engagement
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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