This article lists the answer to the following points of interest:
1. How many private schools are there in the United States?
2. How many students are enrolled in private schools?
3. Which factors affect parents’ choice of the school?
4. What is the difference in results of public and private schools?
5. What is the average tuition?
High learning outcomes in Vietnam - but does this just reflect rote learning?
Concerns that Vietnamese young people do not have required skills for 21st century labour market – e.g. problem solving, critical thinking, communication and teamwork;
But - little evidence on skills like problem solving and critical thinking among Vietnamese students;
Transferable skills test included in 2016-17 school surveys to assess problem solving and critical thinking;
Research questions:
Do students in Vietnam have problem solving and critical thinking skills?
How does student performance on problem solving and critical thinking relate to school effectiveness?
In its simplest form, school effectiveness is calculated based on average learning progress in a school;
Much research on learning gaps created by disadvantaged students' attendance at lower-quality schools;
Also on learning gaps created between children from different backgrounds within the same schools;
We can further investigate by looking at how school context influences the relationship between student learning levels and progress;
This can be relevant to policy reforms that intend to raise the performance of the lowest achievers?
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
This article lists the answer to the following points of interest:
1. How many private schools are there in the United States?
2. How many students are enrolled in private schools?
3. Which factors affect parents’ choice of the school?
4. What is the difference in results of public and private schools?
5. What is the average tuition?
High learning outcomes in Vietnam - but does this just reflect rote learning?
Concerns that Vietnamese young people do not have required skills for 21st century labour market – e.g. problem solving, critical thinking, communication and teamwork;
But - little evidence on skills like problem solving and critical thinking among Vietnamese students;
Transferable skills test included in 2016-17 school surveys to assess problem solving and critical thinking;
Research questions:
Do students in Vietnam have problem solving and critical thinking skills?
How does student performance on problem solving and critical thinking relate to school effectiveness?
In its simplest form, school effectiveness is calculated based on average learning progress in a school;
Much research on learning gaps created by disadvantaged students' attendance at lower-quality schools;
Also on learning gaps created between children from different backgrounds within the same schools;
We can further investigate by looking at how school context influences the relationship between student learning levels and progress;
This can be relevant to policy reforms that intend to raise the performance of the lowest achievers?
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Includes slides that report on the library instruction workshops offered at Idaho State University, as well as an information-literacy course and ideas on keeping statistics for online and distance library instruction
Student Satisfaction of Learning Management SyetemsEvan Fondren
A project presentation slide deck by Evan Fondren. Fondren discussed the use and implications of learning management systems and students' satisfaction with such systems.
Playing an Active Role in Affordable Course Content: A Step by Step GuideLucinda Rush
Libraries and campus stakeholders across the
nation are spending time and resources on Open Educational Resources, but what do our students
think? Presenters will share how they collaborated
with stakeholders on campus to examine student
perceptions of textbook costs and their academic
success, to share these perceptions with faculty,
and to further awareness of affordable course
content and open educational resources to faculty
at Old Dominion University.
Assessment for Effectiveness and Equity: Lessons from a Longitudinal Study
By Caine Rolleston
Presented at REAL Centre One Day Conference - "Learning from learning assessments to leave no one behind"
REAL, University of Cambridge
June 15, 2016
Language study is very hot in Vietnam. How do Vietname take on language study? Let us check out how they study and what kind of web site they rely on to improve their skills
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Includes slides that report on the library instruction workshops offered at Idaho State University, as well as an information-literacy course and ideas on keeping statistics for online and distance library instruction
Student Satisfaction of Learning Management SyetemsEvan Fondren
A project presentation slide deck by Evan Fondren. Fondren discussed the use and implications of learning management systems and students' satisfaction with such systems.
Playing an Active Role in Affordable Course Content: A Step by Step GuideLucinda Rush
Libraries and campus stakeholders across the
nation are spending time and resources on Open Educational Resources, but what do our students
think? Presenters will share how they collaborated
with stakeholders on campus to examine student
perceptions of textbook costs and their academic
success, to share these perceptions with faculty,
and to further awareness of affordable course
content and open educational resources to faculty
at Old Dominion University.
Assessment for Effectiveness and Equity: Lessons from a Longitudinal Study
By Caine Rolleston
Presented at REAL Centre One Day Conference - "Learning from learning assessments to leave no one behind"
REAL, University of Cambridge
June 15, 2016
Language study is very hot in Vietnam. How do Vietname take on language study? Let us check out how they study and what kind of web site they rely on to improve their skills
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
An update on the Franklin Public Schools MCAS performance for 2014. The presentation copy is released for the agenda of the School Committee meeting Nov 18, 2014.
Increased enrolments into primary school in developing countries such as Ethiopia has also led to Increased supply of private provision of education especially at primary level.
There are growing concerns around inequality and inequity because more advantaged students have access to private schools types which might be of better quality than public schools and will lead to inequalities in terms of educational achievement. As more children enrol into school there are more concerns for learning outcomes and their predictors.
Although private schools have been around for a while in Ethiopia, there’s very little research available on their effects on pupils’ learning.
Presented at the UKFIET Conference, University of Oxford, 17 September 2015
1. OECD Test for Schools
Pilot*
*Based on the PISA
FAIRFAX COUNTY PUBLIC SCHOOLS April 2013
2. OECD Test for Schools Pilot
• 125 Schools in Canada, UK and US
including 10 schools from FCPS
• 48 School Districts
• 6 magnets, 6 charters and 1 private
school included
• 7,400 students tested during May and
June 2012
• 75 students per school targeted
• Reading, Math, and Science are
assessed
• Students also completed a
questionnaire about classroom
management and relationships
with teachers
2
FairfaxCountyPublicSchools
3. The ~ Percentage of Persons with High
School or Equivalent Qualfications
0
10
20
30
40
50
60
70
80
90
100
UnitedStates
CzechRepublic
Estonia
Germany
Switzerland
Denmark
Canada
Norway
Sweden
RussianFederation4
Austria3
Slovenia
Israel
SlovakRepublic
NewZealand
Hungary
Finland
UnitedKingdom3
Netherlands
Luxembourg
EU19average
OECDaverage
France
Australia
Iceland
Belgium
Poland
Ireland
Korea
Chile2
Greece
Italy
Spain
Turkey
Portugal
Mexico
Brazil2
1990s 1980s 1970s 1960s
1. Excluding ISCED 3C short programmes 2. Year of reference 2004
3. Including some ISCED 3C short programmes 3. Year of reference 2003.
13
1
1
27
3
FairfaxCountyPublicSchools
Percent
5. LangleyHighSchool
FCPS Schools Compared with
Schools in 2009 PISA
5
500 is the US Mean
566 is the Shanghai Mean
Socio-economic advantage of students
FairfaxCountyPublicSchools
6. Reading
Levels Examples of 4C’s in each level
6
• Students can assimilate information from unfamiliar content area presented in
atypical formats
5
• Students can find information in unfamiliar texts and infer which information is
relevant
4
• Students can locate embedded information and construct meaning from
linguistic nuances
3
• Students can integrate several parts of the text to identify a main idea
2
• Students can compare and contrast between texts and outside knowledge
1
• Student can locate pieces of information that is explicitly stated
Students Below Level 1 Students Above Level 1
6
7. LangleyHighSchool
Reading by Proficiency Level
7
-100 -80 -60 -40 -20 0 20 40 60 80 100
US--2009
FCPS--Pilot Average
Woodson HS
Thomas Jefferson HSST
Oakton HS
Mount Vernon HS
Lee HS
Langley HS
Herndon HS
Hayfield SS
Falls Church HS
Chantilly HS
Level1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
FairfaxCountyPublicSchools
8. LangleyHighSchool
8
-100 -80 -60 -40 -20 0 20 40 60 80 100
Oakton HS
Langley HS
Level1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
What Does the Same Mean
Actually Mean?
Langley High School and Oakton High School
Both Have a Mean Score of 543
FairfaxCountyPublicSchools
9. • Self-efficacy in mathematics:
Students’ belief in their ability to
overcome difficulties or obstacles
to solving math problems
• Confidence that one will be able to
solve a problem is a precursor to
investing the time and effort
needed to tackle it
Students’ Self-efficacy in
Mathematics
9
FairfaxCountyPublicSchools
12. Other Data Available
• International and national
comparisons
• Learning Environment and
Teacher-Student Relationship
• Students’ reading habits
• Students’ attitudes about
reading, math and science
• Students’ self-belief and interest in
reading and science
• Public vs. private schools
• Boys and girls comparison in
reading, math, and science
• Extensive policy research
12
FairfaxCountyPublicSchools
13. High performing systems often prioritize the
quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
-10
-5
0
5
10
15
Portugal
Spain
Switzerland
Belgium
Korea
Luxembourg
Germany
Greece
Japan
Australia
UnitedKingdom
NewZealand
France
Netherlands
Denmark
Italy
Austria
CzechRepublic
Hungary
Norway
Iceland
Ireland
Mexico
Finland
Sweden
UnitedStates
Poland
SlovakRepublic
Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
-10
-5
0
5
10
15
Portugal
Spain
Switzerland
Belgium
Korea
Luxembourg
Germany
Greece
Japan
Australia
UnitedKingdom
NewZealand
France
Netherlands
Denmark
Italy
Austria
CzechRepublic
Hungary
Norway
Iceland
Ireland
Mexico
Finland
Sweden
UnitedStates
Poland
SlovakRepublic
Difference with OECD average
Percentage points
FairfaxCountyPublicSchools
13
14. Next Steps for FCPS
• Network with other schools in the US that
participated in the PISA pilot
– America Achieves Event
– EdLeader21
• Share the results with all FCPS schools
– Pyramid Planning
– Benchmarking against the best
– Leadership Conference- Pasi Sahlberg
– Division Strengths/Challenges
• Examine FCPS/VA/US policies to
ensure they are supportive of
the best conditions for learning
14
FairfaxCountyPublicSchools
Editor's Notes
Background on the Pilot
This really shows the type of research the OECD does and then digs deeper to look at the policies of the country. This is a good place to help people understand the work of the OECD
Might want to talk about how the tests are scored. What the assessment look like, etc. Share the rubric, etc. Smarter than a 15 year old
This slide shows how much information the school get beyond a score of 543. Same score----some levels are very different.
The red dot indicates classroom spending per student, relative to the spending capacity of countries, the higher the dot, the more of its GDP a country invests. High salaries are an obvious cost driver. You see Korea paying their teachers very well, the green bar goes up a lot. Korea also has long school days, another cost driver, marked here by the white bar going up. Last but not least, Korea provides their teachers with lots of time for other things than teaching such as teacher collaboration and professional development, which costs money as well. So how does Korea finances all of this? They do this with large classes, the blue bar pulls costs down. If you go to the next country on the list, Luxembourg, you see that the red dot is about where it is for Korea, so Luxembourg spends roughly the same per student as Korea. But parents and teachers in Luxembourg mainly care about small classes, so policy makers have invested mainly into reducing class size, you see the blue bar as the main cost driver. But even Luxembourg can only spend its money once, and the result is that school days are short, teacher salaries are average at best and teachers have little time for anything else than teaching. Finland and the US are a similar contrast.Countries make quite different spending choices. But when you look at this these data long enough, you see that many of the high performing education systems tend to prioritise the quality of teachers over the size of classes.