Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley
{"title":"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","authors":"Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley","doi":"10.1016/j.stueduc.2024.101330","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019\",\"authors\":\"Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley\",\"doi\":\"10.1016/j.stueduc.2024.101330\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":47539,\"journal\":{\"name\":\"Studies in Educational Evaluation\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Educational Evaluation\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0191491X24000099\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000099","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019
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.
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.