المستودع الأكاديمي جامعة المدينة

Educational Achievement in English-Speaking Countries : Do Different Surveys Tell the Same Story?

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dc.creator Schnepf, Sylke Viola
dc.creator Micklewright, John
dc.date 2004
dc.date.accessioned 2013-10-16T07:10:28Z
dc.date.available 2013-10-16T07:10:28Z
dc.date.issued 2013-10-16
dc.identifier http://hdl.handle.net/10419/20426
dc.identifier ppn:389195502
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/10419/20426
dc.description International surveys of educational achievement are typically analysed in isolation from each other with no indication as to whether new results confirm or contradict those from earlier surveys. The paper pulls together results from four surveys to compare average levels of achievement, inequality of achievement, and the correlates of achievement (especially family background) among the six English-speaking OECD countries and between them and countries from Continental Europe. Our aim is to see whether a robust pattern emerges across the different sources: the Trends in International Maths and Science Study (TIMSS), the Programme of International Student Assessment (PISA), the Programme of International Reading Literacy Study (PIRLS) and the International Adult Literacy Survey (IALS).
dc.language eng
dc.relation IZA Discussion paper series 1186
dc.rights http://www.econstor.eu/dspace/Nutzungsbedingungen
dc.subject I21
dc.subject J24
dc.subject ddc:330
dc.subject education
dc.subject test scores
dc.subject PISA
dc.subject TIMSS
dc.subject PIRLS
dc.subject IALS
dc.subject Bildungsniveau
dc.subject Bildungsforschung
dc.subject Vergleich
dc.subject OECD-Staaten
dc.title Educational Achievement in English-Speaking Countries : Do Different Surveys Tell the Same Story?
dc.type doc-type:workingPaper


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