PISA 2018 Results:Where All Students Can Succeed analyzes students’academic performance and wellbeing from the social background of students and schools.It shows that the influence of socio-economic status on the aca...PISA 2018 Results:Where All Students Can Succeed analyzes students’academic performance and wellbeing from the social background of students and schools.It shows that the influence of socio-economic status on the academic performance of students in Beijing,Shanghai,Jiangsu and Zhejiang(China)(hereafter“B-S-J-Z[China]”)is relatively low,but disadvantaged students receive insufficient support from school;socio-economic segregation between schools in B-S-J-Z(China)affects students’academic performance and expectations for the future;the shortage of quality teachers in B-S-J-Z(China)is serious,but the teaching resources are sufficient.According to PISA 2018,China should promote balanced development among schools,strengthen teachers’education,adhere to curriculum and teaching reform,so as to promote education equity and improve education quality.展开更多
Purpose-In recent years,private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure.This pa...Purpose-In recent years,private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure.This paper aims to analyze the factors that affect Chinese students’participation in private tutoring and the effectiveness of private tutoring.Design/Approach/Methods-We use data from the Programme for International Student Assessment(PISA)2015 of China's Mainland area and focus specifically on science-related private tutoring.Multilevel logistic model and hierarchical linear model based on coarsened exact matching(CEM)are used to conduct the investigations.Findings-Empirical results show that individual level factors including student’s interest in science,educational expectations,and school-level factors such as school autonomy,science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring.Moreover,science-related private tutoring has not significantly improved the overall scientific literacy scores of students.In addition,private tutoring has widened the performance gap among students from different socioeconomic backgrounds,with students from socioeconomically advantaged family experiencing more significant gains from tutoring.Originality/Value-These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.展开更多
文摘PISA 2018 Results:Where All Students Can Succeed analyzes students’academic performance and wellbeing from the social background of students and schools.It shows that the influence of socio-economic status on the academic performance of students in Beijing,Shanghai,Jiangsu and Zhejiang(China)(hereafter“B-S-J-Z[China]”)is relatively low,but disadvantaged students receive insufficient support from school;socio-economic segregation between schools in B-S-J-Z(China)affects students’academic performance and expectations for the future;the shortage of quality teachers in B-S-J-Z(China)is serious,but the teaching resources are sufficient.According to PISA 2018,China should promote balanced development among schools,strengthen teachers’education,adhere to curriculum and teaching reform,so as to promote education equity and improve education quality.
基金National Natural Science Foundation of China-“Family Capital,Shadow Education and Social Reproduction”Project(Project Approval Number:71774112).
文摘Purpose-In recent years,private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure.This paper aims to analyze the factors that affect Chinese students’participation in private tutoring and the effectiveness of private tutoring.Design/Approach/Methods-We use data from the Programme for International Student Assessment(PISA)2015 of China's Mainland area and focus specifically on science-related private tutoring.Multilevel logistic model and hierarchical linear model based on coarsened exact matching(CEM)are used to conduct the investigations.Findings-Empirical results show that individual level factors including student’s interest in science,educational expectations,and school-level factors such as school autonomy,science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring.Moreover,science-related private tutoring has not significantly improved the overall scientific literacy scores of students.In addition,private tutoring has widened the performance gap among students from different socioeconomic backgrounds,with students from socioeconomically advantaged family experiencing more significant gains from tutoring.Originality/Value-These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.
