Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley
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Abstract

The aim of this study was to examine how achievement varied within and between schools at different grade levels, and long-term trends in variation within and across multiple countries. We used science achievement data from five cycles of Trends in International Mathematics and Science Study (TIMSS) from 2003 to 2019 involving 10 countries from Asia, Europe, and the United States. Employing exploratory data mining methods of variance decomposition, correlation analysis, and Gaussian mixture modeling of data distributions, we found the following: First, between-school variances generally remained consistent across two decades, suggesting that inequality between schools has not increased over time. Second, between-school variances were relatively small for elementary grade level but increased at secondary grade level, though marginally even for countries with early tracking. Third, higher-achieving schools tended to have more equal student achievement levels than lower-achieving schools, lending within-country support for the “virtuous” efficiency-equality trade-off. We further found that reduced equality within lower-achieving schools was associated with bimodality in achievement distribution. Overall, there is little evidence of inequality across schools changing over time. However, there may be evidence of increased inequalities associated with student subpopulations, particularly within lower-achieving schools, with implications on classroom instruction and school cohesion.

学校是否越来越不平等?从国际大规模评估(TIMSS 2003-2019 年)的探索性数据挖掘中获得的启示
本研究旨在考察不同年级的学校内部和学校之间的成绩差异,以及多个国家内部和国家之间成绩差异的长期趋势。我们使用了 2003 年至 2019 年五个周期的国际数学与科学趋势研究(TIMSS)的科学成绩数据,涉及亚洲、欧洲和美国的 10 个国家。通过方差分解、相关性分析和数据分布的高斯混合建模等探索性数据挖掘方法,我们发现了以下几点:首先,学校之间的差异在二十年间基本保持一致,这表明学校之间的不平等并没有随着时间的推移而加剧。其次,小学年级的校际差异相对较小,但中学年级的校际差异却有所增大,即使在实行早期跟踪的国家也是如此。第三,与成绩较差的学校相比,成绩较好的学校往往具有更平等的学生成绩水平,这为 "良性 "效率-平等权衡提供了国内支持。我们还发现,成绩较差学校内部的平等程度降低与成绩分布的双峰性有关。总体而言,几乎没有证据表明学校间的不平等会随着时间的推移而发生变化。然而,可能有证据表明,与学生亚群相关的不平等现象有所加剧,尤其是在成绩较差的学校内,这对课堂教学和学校凝聚力产生了影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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