Podcast
Questions and Answers
What significant reform occurred in the Polish education system as a result of the 1999 changes?
What significant reform occurred in the Polish education system as a result of the 1999 changes?
- Introduction of a new grading scale
- Decentralization of educational authorities
- Creation of high-stakes national assessments (correct)
- Extension of the school year
In what year did curriculum changes take place in Latvia?
In what year did curriculum changes take place in Latvia?
- 2006 (correct)
- 2015
- 2000
- 2010
What was the primary focus of the ESF Project ‘Natural Sciences and Mathematics’?
What was the primary focus of the ESF Project ‘Natural Sciences and Mathematics’?
- Grades 7-9 (correct)
- Grades 4-6
- Early childhood education
- Higher education
Which significant change was made to the educational assessment system in Poland as part of the 1999 reform?
Which significant change was made to the educational assessment system in Poland as part of the 1999 reform?
What type of centres were introduced to support students with special educational needs in Estonia?
What type of centres were introduced to support students with special educational needs in Estonia?
What is one key aspect of the TEIP programme in Portugal?
What is one key aspect of the TEIP programme in Portugal?
Which country saw reforms to its VET system beginning in 2006?
Which country saw reforms to its VET system beginning in 2006?
What language was introduced as the medium of instruction in minority schools in Latvia?
What language was introduced as the medium of instruction in minority schools in Latvia?
Which statistical finding is associated with the PNPSE programme?
Which statistical finding is associated with the PNPSE programme?
What is a challenge mentioned regarding the interventions aimed at improving equity?
What is a challenge mentioned regarding the interventions aimed at improving equity?
What structural reform took place in education in Slovenia in 1996?
What structural reform took place in education in Slovenia in 1996?
What limitation does the evaluation of the TEIP programme face?
What limitation does the evaluation of the TEIP programme face?
What is a potential reason for the mixed results of the TEIP programme?
What is a potential reason for the mixed results of the TEIP programme?
What connection is suggested between the TEIP programme and PISA performance?
What connection is suggested between the TEIP programme and PISA performance?
What factor potentially limits the attribution of improvements in PISA results directly to the PNPSE programme?
What factor potentially limits the attribution of improvements in PISA results directly to the PNPSE programme?
What is one of the aims of the PNPSE programme?
What is one of the aims of the PNPSE programme?
What was the primary criterion for selecting countries in the analysis?
What was the primary criterion for selecting countries in the analysis?
Which of the following is NOT one of the selected EU Member States that improved PISA performance?
Which of the following is NOT one of the selected EU Member States that improved PISA performance?
Why is it important for an education system to be inclusive?
Why is it important for an education system to be inclusive?
What trend was analyzed alongside PISA performance from 2009 to 2018?
What trend was analyzed alongside PISA performance from 2009 to 2018?
What was a significant limitation noted in the analysis of the PISA reforms?
What was a significant limitation noted in the analysis of the PISA reforms?
What was a necessary factor for a country's inclusion in the case study selection process?
What was a necessary factor for a country's inclusion in the case study selection process?
Which of the following reflects a gap that education systems strive to narrow?
Which of the following reflects a gap that education systems strive to narrow?
What does an increase in mean PISA performance with no decrease in the performance gap suggest?
What does an increase in mean PISA performance with no decrease in the performance gap suggest?
What was the primary objective of the final analysis and reporting conducted between September and February 2020?
What was the primary objective of the final analysis and reporting conducted between September and February 2020?
Which data sets were primarily used for the quantitative analyses in the research?
Which data sets were primarily used for the quantitative analyses in the research?
What statistical software was employed for the analyses conducted in the research?
What statistical software was employed for the analyses conducted in the research?
What was a significant limitation noted in the research regarding analyzing success in PISA?
What was a significant limitation noted in the research regarding analyzing success in PISA?
What level of statistical significance was used to determine the significance of parameters in the analysis?
What level of statistical significance was used to determine the significance of parameters in the analysis?
Why was it challenging to attribute performance increases to specific variables in the study?
Why was it challenging to attribute performance increases to specific variables in the study?
What methodological approach was employed regarding the samples in the analysis?
What methodological approach was employed regarding the samples in the analysis?
What challenge is presented by the separate data sets for students and schools in the research?
What challenge is presented by the separate data sets for students and schools in the research?
What was the primary purpose of the extensive desk research conducted on education policy developments?
What was the primary purpose of the extensive desk research conducted on education policy developments?
What data collection method was employed to understand barriers to the implementation of reforms?
What data collection method was employed to understand barriers to the implementation of reforms?
Which of the following aspects was covered in the statistical analysis conducted between April and October 2021?
Which of the following aspects was covered in the statistical analysis conducted between April and October 2021?
What was the intention behind the reforms designed to reduce grade repetition?
What was the intention behind the reforms designed to reduce grade repetition?
What technique was used to link educational reforms to changes in PISA outcomes?
What technique was used to link educational reforms to changes in PISA outcomes?
What was the intended outcome of linking reforms to PISA success?
What was the intended outcome of linking reforms to PISA success?
Which international assessments were analyzed for comparison with PISA trends?
Which international assessments were analyzed for comparison with PISA trends?
Which of the following was a key focus in reviewing major reforms since the 1990s?
Which of the following was a key focus in reviewing major reforms since the 1990s?
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Study Notes
PISA Success Stories
- The study focused on analyzing factors associated with improved PISA performance over time.
- It investigated countries that demonstrated statistically significant improvements in their PISA scores, focusing on trends from 2009 to 2018.
- The study analyzed countries that did not experience an increase in underachievement rates from 2009 to 2018 along with an increase in mean performance scores.
- The study focused on countries where the socio-economic status gap narrowed or did not increase.
Key Findings
- The study identified seven EU Member States—Bulgaria, Estonia, Latvia, Slovenia, Sweden, Poland, and Portugal—that showed improvements in their PISA performance over time.
- While some countries showed improvements, others displayed stable trends, creating a limitation in analyzing effects of reforms based on PISA data.
- Researchers reviewed key education policy developments in these seven countries since the 2000s to assess the potential effectiveness of implemented reforms.
- Statistical analysis was conducted to link education policies or reforms with any changes in PISA data, focusing on student performance, equity, segregation, and school climate.
- Cross-validation was performed with data from the TIMSS and PIRLS surveys to compare trends observed in PISA.
Research Methods
- Data was extracted from the OECD PISA data sets from 2000 to 2018, focusing on trends from 2009 to 2018.
- Statistical analysis was conducted using SAS 9.4, taking into account limitations of non-simple random sampling and utilizing plausible values and replications.
Limitations of the Study
- The study faced limitations in determining the effectiveness of education policies due to a limited number of countries showcasing statistically significant improvements in PISA scores.
- The modest improvements observed across countries made it difficult to attribute increases in performance results directly to specific variables.
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