Variation in the relationship between non school factors and student achievement on international assessments

Hampden-Thompson, Gillian; Johnston, Jamie

Abstract

This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students? parents; the highest occupational status of either of the students? parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students? immigrant status; and students? family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors.

Citation

Hampden-Thompson, G., & Johnston, J. (2006). Variation in the relationship between non school factors and student achievement on international assessments. US Department of Education

• Report Type: Technical Report
• Publication Date: 2006
• Deposit Date: Nov 3, 2023
• Public URL: https://durham-repository.worktribe.com/output/1728247
• Publisher URL: http://sro.sussex.ac.uk/id/eprint/51446/