This presentation "Learning more with every year: School year productivity and international learning divergence" was given by Abhijeet Singh of Young Lives, University of Oxford
at the RISE program Summer Meeting at the Centre of Global Development in Washinton DC on 18 June, 2015
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
Is The NCLB Leaving Minorities Behind PresentationJerald Wilson
The document discusses how the No Child Left Behind Act may negatively impact minority students. It outlines key aspects of NCLB, including adequate yearly progress requirements and high-stakes testing. It then analyzes how these policies disproportionately affect minority groups by failing to close achievement gaps, funding schools inequitably, and increasing dropout rates among minorities. Overall, the document suggests NCLB has exacerbated existing inequalities and social classes along racial lines in the American education system.
The document discusses the need for 21st century skills in education. It summarizes a survey of business managers that found critical thinking, communication, collaboration, and creativity to be highly important skills. It advocates fusing traditional academic subjects ("the three R's" of reading, writing, and arithmetic) with 21st century skills ("the four C's" of critical thinking, communication, collaboration, and creativity) to ensure students are prepared for the future. It provides examples of school districts that have successfully implemented a focus on 21st century skills in their curriculum, instruction, assessments, and professional development.
1) Thirteen OECD countries and seven partner countries participated in the PISA 2018 assessment of financial literacy involving over 117,000 15-year-old students. The document analyzes the results and finds that on average, students in Estonia scored highest, while disadvantaged students and some countries scored significantly lower.
2) The document finds that parental involvement, access to bank accounts and digital payment tools, and exposure to financial education are associated with higher financial literacy. However, many students still lack confidence and experience with digital financial services.
3) The document recommends that governments and schools support both financial inclusion and education to promote digital and financial skills, especially for disadvantaged students, in order to reduce inequalities
El lunes 13 de noviembre organizamos en la Fundación Ramón Areces, una conferencia sobre los cambios económicos, desigualdad de renta y pérdida de oportunidades para niños en familias de renta baja. Una conferencia expuesta por Richard Murnane, de la Universidad de Harvard.
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
20080827 Demography Is Not Destiny Reform Lessons from Florida on Overcoming ...Vicki Alger
This document discusses education reform in Florida and California. It finds that despite having similar demographics, with large Hispanic populations and many low-income students, Florida students outperform their California peers on standardized tests. Florida adopted accountability measures and school choice policies in 1999, while California has focused more on accountability. The authors argue that if California is serious about improving outcomes for disadvantaged students, it should reconsider its resistance to school choice policies that allow all parents to select their children's schools.
The document discusses the importance of quality in education and what is required to improve it. It argues that countries should evaluate their education systems based on the best performing systems globally rather than just their own national standards. It also stresses the importance of developing the types of skills that benefit individuals and societies economically and socially. The document examines data on education spending, graduation rates, and student performance in order to identify best practices for improving education quality and outcomes.
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
Is The NCLB Leaving Minorities Behind PresentationJerald Wilson
The document discusses how the No Child Left Behind Act may negatively impact minority students. It outlines key aspects of NCLB, including adequate yearly progress requirements and high-stakes testing. It then analyzes how these policies disproportionately affect minority groups by failing to close achievement gaps, funding schools inequitably, and increasing dropout rates among minorities. Overall, the document suggests NCLB has exacerbated existing inequalities and social classes along racial lines in the American education system.
The document discusses the need for 21st century skills in education. It summarizes a survey of business managers that found critical thinking, communication, collaboration, and creativity to be highly important skills. It advocates fusing traditional academic subjects ("the three R's" of reading, writing, and arithmetic) with 21st century skills ("the four C's" of critical thinking, communication, collaboration, and creativity) to ensure students are prepared for the future. It provides examples of school districts that have successfully implemented a focus on 21st century skills in their curriculum, instruction, assessments, and professional development.
1) Thirteen OECD countries and seven partner countries participated in the PISA 2018 assessment of financial literacy involving over 117,000 15-year-old students. The document analyzes the results and finds that on average, students in Estonia scored highest, while disadvantaged students and some countries scored significantly lower.
2) The document finds that parental involvement, access to bank accounts and digital payment tools, and exposure to financial education are associated with higher financial literacy. However, many students still lack confidence and experience with digital financial services.
3) The document recommends that governments and schools support both financial inclusion and education to promote digital and financial skills, especially for disadvantaged students, in order to reduce inequalities
El lunes 13 de noviembre organizamos en la Fundación Ramón Areces, una conferencia sobre los cambios económicos, desigualdad de renta y pérdida de oportunidades para niños en familias de renta baja. Una conferencia expuesta por Richard Murnane, de la Universidad de Harvard.
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
20080827 Demography Is Not Destiny Reform Lessons from Florida on Overcoming ...Vicki Alger
This document discusses education reform in Florida and California. It finds that despite having similar demographics, with large Hispanic populations and many low-income students, Florida students outperform their California peers on standardized tests. Florida adopted accountability measures and school choice policies in 1999, while California has focused more on accountability. The authors argue that if California is serious about improving outcomes for disadvantaged students, it should reconsider its resistance to school choice policies that allow all parents to select their children's schools.
The document discusses the importance of quality in education and what is required to improve it. It argues that countries should evaluate their education systems based on the best performing systems globally rather than just their own national standards. It also stresses the importance of developing the types of skills that benefit individuals and societies economically and socially. The document examines data on education spending, graduation rates, and student performance in order to identify best practices for improving education quality and outcomes.
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
eir child receives – but are less
confident in the overall quality of free to
attend schools in their country
VF Parents’
4 Survey 2018
Parents across the world have high confidence
in the quality of teaching their child receives –
but are less confident in the overall quality of
free to attend schools in their country
• Parents’ confidence in the quality of teaching at their children’s schools is
high globally, with 78% rating it good or very good. However, when parents
were asked about the quality of free to attend schools in their country in
general, they were far less confident with only 45% of parents surveyed
rating them as good.
• There is little relationship between how good parents think their child’s
teaching is, and how good the education outcomes in their country are,
as measured by the PISA international educational rankings. Parents in
South Korea (43%) and Japan (60%), two countries which excel in the
PISA rankings, are among the least confident in the quality of their child’s
teaching.
In December 2017, the Varkey Foundation
commissioned Ipsos Mori to carry out the most
comprehensive global study of the hopes, fears and
aspirations of parents across the world. This report
summarises the main findings.
Are our children learning? Literacy and Numeracy Across East Africa - 2013 r...KenyaSchoolReport.com
The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
1) New challenges for education systems include preparing students for dynamic global markets, networked organizations, and lifelong learning.
2) International assessments show large differences between countries in student performance in science and mathematics that impact their economic competitiveness.
3) Education systems need to set high standards, give schools autonomy, focus on equity, and support continuous professional development for teachers to help students develop skills for the 21st century like collaboration, adaptability, and problem solving.
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
Enhancing Young Hispanic DLLs' AchievementDebra Ackerman
This document summarizes key factors that contribute to young Hispanic dual language learners being academically at-risk. It discusses their English proficiency, parental education levels, family income, and availability of family support. The document reviews research showing achievement gaps for Hispanic students and outlines strategies for supporting dual language learners in preschool, along with challenges to implementing these strategies.
- Three-quarters of parents say most future jobs will require basic math and science. Half think jobs will require more science training in 15 years.
- When given options to spend extra school money, 46% of parents chose improving math and science education.
- Parents see STEM as preparing students for innovation/entrepreneurship (76%) and 21st century skills like problem-solving (69%).
- However, one-third of parents don't see the clear connection between STEM and developing critical thinking skills.
The document discusses the skills needed for students to succeed in today's global economy. It notes a gap between the skills learned in school, like routine tasks, versus those needed for jobs, like critical thinking, communication, collaboration and creativity. It recommends approaches like project-based learning to help students develop skills like expert thinking, complex communication and creativity. International assessments show some countries outperforming the US, and a need to better prepare students with real-world skills.
This document discusses state and district level support for successful transitions to high school. It examines how some states and districts are easing the transition to ninth grade through various policies and programs. The brief outlines initiatives in Texas, California, and New York to better support students in their first year of high school. These include aligned curriculum, early warning systems, freshman academies, and data systems to track student progress. The transitions to high school can significantly impact whether students graduate, so targeted support for ninth graders is an important focus of reform efforts.
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
The document discusses issues with the U.S. education system based on PISA test scores and proposes some solutions. It notes that while U.S. rankings have dropped on PISA, actual test scores have remained stagnant or risen slightly. The largest problem is the achievement gap between wealthy and poor students. To improve outcomes, the document argues that efforts should focus on alleviating poverty, equalizing school funding, pairing at-risk youth with mentors, raising standards for educators, and experimenting with teaching methods. Addressing socioeconomic inequalities is key to shrinking the achievement gap and improving the education system.
A Right Denied - The Critical Need For Genuine School ReformLeila Jerusalem
1) The document presents statistics showing that higher levels of education correlate with higher lifetime earnings and lower rates of unemployment, poverty, and incarceration.
2) Despite rising spending on K-12 education, educational outcomes like test scores and graduation rates in the US have stagnated or declined relative to other countries.
3) The author argues that this is due to declining teacher quality, an unaccountable education system, and students spending more time engaged in non-academic activities like TV and video games rather than studying.
The document discusses achievement trends in the United States based on NAEP and PISA test results. It finds that while achievement has increased for elementary school students, gains have been smaller for middle and high school students, and U.S. student performance lags behind other developed countries. Achievement gaps between racial and income groups also remain large or have widened. The document suggests current school policies and resource allocation may exacerbate inequality and hinder improvement.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
This briefing book reviews the current state of play of the charter school movement, recent accomplishments, and opportunities and challenges going forward.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Presentation was used to facilitate the reflection of teachers on intercultural learning during the study visit in Lithuania. The visit was organised in the frame of the project "South Caucasus - a Part of Europe"
Designing Lessons for Global CitizenshipHonor Moorman
This document discusses a presentation by Honor Moorman and Amy McCammon on designing lessons to help students become global citizens. The agenda includes defining global competence, surveying participants' stages of global citizenship, discussing Mark Gerzon's framework of 5 stages of global citizenship from egocentric to geocentric worldviews, and designing lessons. The presentation aims to help participants reflect on and potentially shift their own perspectives to more holistic, interconnected worldviews.
This document discusses intercultural learning and its benefits. Intercultural learning aims to increase tolerance and understanding of other cultures through preparation to live and work in a diverse global society. It allows people to develop intercultural sensitivity, feel more comfortable with other cultures, and improve communication and understanding of unfamiliar cultures, including learning other languages more effectively.
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
eir child receives – but are less
confident in the overall quality of free to
attend schools in their country
VF Parents’
4 Survey 2018
Parents across the world have high confidence
in the quality of teaching their child receives –
but are less confident in the overall quality of
free to attend schools in their country
• Parents’ confidence in the quality of teaching at their children’s schools is
high globally, with 78% rating it good or very good. However, when parents
were asked about the quality of free to attend schools in their country in
general, they were far less confident with only 45% of parents surveyed
rating them as good.
• There is little relationship between how good parents think their child’s
teaching is, and how good the education outcomes in their country are,
as measured by the PISA international educational rankings. Parents in
South Korea (43%) and Japan (60%), two countries which excel in the
PISA rankings, are among the least confident in the quality of their child’s
teaching.
In December 2017, the Varkey Foundation
commissioned Ipsos Mori to carry out the most
comprehensive global study of the hopes, fears and
aspirations of parents across the world. This report
summarises the main findings.
Are our children learning? Literacy and Numeracy Across East Africa - 2013 r...KenyaSchoolReport.com
The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
1) New challenges for education systems include preparing students for dynamic global markets, networked organizations, and lifelong learning.
2) International assessments show large differences between countries in student performance in science and mathematics that impact their economic competitiveness.
3) Education systems need to set high standards, give schools autonomy, focus on equity, and support continuous professional development for teachers to help students develop skills for the 21st century like collaboration, adaptability, and problem solving.
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
Enhancing Young Hispanic DLLs' AchievementDebra Ackerman
This document summarizes key factors that contribute to young Hispanic dual language learners being academically at-risk. It discusses their English proficiency, parental education levels, family income, and availability of family support. The document reviews research showing achievement gaps for Hispanic students and outlines strategies for supporting dual language learners in preschool, along with challenges to implementing these strategies.
- Three-quarters of parents say most future jobs will require basic math and science. Half think jobs will require more science training in 15 years.
- When given options to spend extra school money, 46% of parents chose improving math and science education.
- Parents see STEM as preparing students for innovation/entrepreneurship (76%) and 21st century skills like problem-solving (69%).
- However, one-third of parents don't see the clear connection between STEM and developing critical thinking skills.
The document discusses the skills needed for students to succeed in today's global economy. It notes a gap between the skills learned in school, like routine tasks, versus those needed for jobs, like critical thinking, communication, collaboration and creativity. It recommends approaches like project-based learning to help students develop skills like expert thinking, complex communication and creativity. International assessments show some countries outperforming the US, and a need to better prepare students with real-world skills.
This document discusses state and district level support for successful transitions to high school. It examines how some states and districts are easing the transition to ninth grade through various policies and programs. The brief outlines initiatives in Texas, California, and New York to better support students in their first year of high school. These include aligned curriculum, early warning systems, freshman academies, and data systems to track student progress. The transitions to high school can significantly impact whether students graduate, so targeted support for ninth graders is an important focus of reform efforts.
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
The document discusses issues with the U.S. education system based on PISA test scores and proposes some solutions. It notes that while U.S. rankings have dropped on PISA, actual test scores have remained stagnant or risen slightly. The largest problem is the achievement gap between wealthy and poor students. To improve outcomes, the document argues that efforts should focus on alleviating poverty, equalizing school funding, pairing at-risk youth with mentors, raising standards for educators, and experimenting with teaching methods. Addressing socioeconomic inequalities is key to shrinking the achievement gap and improving the education system.
A Right Denied - The Critical Need For Genuine School ReformLeila Jerusalem
1) The document presents statistics showing that higher levels of education correlate with higher lifetime earnings and lower rates of unemployment, poverty, and incarceration.
2) Despite rising spending on K-12 education, educational outcomes like test scores and graduation rates in the US have stagnated or declined relative to other countries.
3) The author argues that this is due to declining teacher quality, an unaccountable education system, and students spending more time engaged in non-academic activities like TV and video games rather than studying.
The document discusses achievement trends in the United States based on NAEP and PISA test results. It finds that while achievement has increased for elementary school students, gains have been smaller for middle and high school students, and U.S. student performance lags behind other developed countries. Achievement gaps between racial and income groups also remain large or have widened. The document suggests current school policies and resource allocation may exacerbate inequality and hinder improvement.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
This briefing book reviews the current state of play of the charter school movement, recent accomplishments, and opportunities and challenges going forward.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Presentation was used to facilitate the reflection of teachers on intercultural learning during the study visit in Lithuania. The visit was organised in the frame of the project "South Caucasus - a Part of Europe"
Designing Lessons for Global CitizenshipHonor Moorman
This document discusses a presentation by Honor Moorman and Amy McCammon on designing lessons to help students become global citizens. The agenda includes defining global competence, surveying participants' stages of global citizenship, discussing Mark Gerzon's framework of 5 stages of global citizenship from egocentric to geocentric worldviews, and designing lessons. The presentation aims to help participants reflect on and potentially shift their own perspectives to more holistic, interconnected worldviews.
This document discusses intercultural learning and its benefits. Intercultural learning aims to increase tolerance and understanding of other cultures through preparation to live and work in a diverse global society. It allows people to develop intercultural sensitivity, feel more comfortable with other cultures, and improve communication and understanding of unfamiliar cultures, including learning other languages more effectively.
Going Global: Preparing Students for Global CitizenshipLucy Gray
This document discusses preparing students to be global citizens by connecting them to the world through technology and collaboration. It outlines trends toward more participatory, technology-enabled, personalized learning. Recommendations include helping students understand what it means to be a good citizen, teaching from a global perspective with knowledge of other cultures, and modeling global citizenship through international experiences and online networking. Key skills identified for global citizens are collaboration, cultural awareness, critical thinking, and using media/technology effectively.
Study Tour in Boston, U.S.A -- Communities of Intercultural Learning Boston (...Jack Chan
Bunker Hill Community College organizes study tours for international high school and college school groups interested in exposing their students to US culture and other relevant topics including macroeconomics, US History, English Grammar, Writing and Speaking. The study tour is customizable. You can choose from one, two, three of four week program. Students stay with American host families. it's a fabulous way for your students to gain US experience. For more information about CoIL Boston, please visit us at http://www.bhcc.mass.edu/coilboston/
Global citizenship PCTHE presentation team john 2014i_am_emma
1. The document discusses global citizenship and how to incorporate it into teaching. It notes that while a clear definition has not emerged, global citizenship can still be taught effectively.
2. It encourages reflection on how educators already teach elements of global citizenship in their own practices in order to identify ways to make it more explicit.
3. It also suggests considering how global citizenship is addressed at the program-level and looking for opportunities to improve its inclusion across departments.
This document discusses the importance of intercultural language learning and how it helps students develop communication skills, understand other cultures and ways of thinking, and see the world from different perspectives. It argues that language is inherently cultural and that to truly understand a language, one must understand the culture. Technology can support intercultural language learning by providing tools for collaboration, access to information, and opportunities for authentic communication across cultures.
INTERCULTURAL COMMUNICATION COMPETENCEشفاء الزهراء
Culture and communication are interrelated. Everything that can be said in one language cannot be translated directly to another due to cultural influences on communication styles. Intercultural communication occurs when people from different cultures communicate and perceive themselves as belonging to different cultures. Understanding each other's cultural communication styles, like levels of formality and emotion, is important for effective intercultural communication.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
This document discusses intercultural learning from the perspective of faculty, staff, and students. It outlines research showing that the intercultural development of faculty and staff directly impacts their ability to facilitate intercultural learning for students. Programs are described that provide training and coaching for instructors to develop interculturally and help students develop skills like cultural self-awareness and cultural bridging. The document also discusses how intercultural training can benefit staff professional development and help organizations build inclusive environments.
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
Presentation delivered to staff at Bangkok Patana School on 2nd May 2011, based on the findings of a group of staff who met several times in the academic year 2010-11 to explore the importance of intercultural issues in education. Visit http://interculturalism.blogspot.com for more of our findings.
Developing Critical Thinking in Our Youngest LearnersJennifer Jones
These are my slides from my session, Developing Critical Thinking in Our Youngest Learners, that I gave at the PK1 Conference in Santa Clara, CA in January 2015. In this presentation, I shared 9 instructional strategies to help Kindergarten and First Grade teachers teach critical thinking to their little ones. Many of the posters included in the slides are either free or for sale in my TpT store at www.hellojenjones.com
Keywords: Language Frames, Critical Thinking Rubric, because, Picture of the Day, Daily Analogies, Morning Meeting, Rules for Discussion, Speaking & Listening, Be Opinionated, Vocabulary Notebooks, Hello Literacy, Jen Jones
Starting Together, Growing Apart:
Gender gaps in learning from preschool to adulthood in four
developing countries
Abhijeet Singh
University College London,
Young Lives
Sofya Krutikova
Institute for Fiscal Studies,
Young Lives
Young Lives conference, Oxford
9 Sept 2016
Unraveling a Secret: Vietnam's Outstanding Performance on the PISA testJame Quintina
This document summarizes a research paper that analyzes Vietnam's outstanding performance on the 2012 PISA test compared to other developing countries. The summary is:
1) Vietnam significantly outperformed other developing countries that participated in PISA, scoring over 100 points higher on average in mathematics.
2) The paper examines differences in student, parent, teacher, and school characteristics between Vietnam and 7 other developing countries to understand factors contributing to Vietnam's high performance.
3) Initial analysis found Vietnamese students were more likely to attend preschool and less likely to repeat grades. They also had lower truancy rates than students in the 7 comparison countries.
This document discusses inequality and the need for research on reducing it. The key points are:
1. Levels of inequality in the U.S., especially economic inequality, are exceptionally high compared to other developed countries and historically.
2. High inequality harms economic growth and opportunity. It reduces social mobility and divides society.
3. Social policies and programs can help combat inequality, as seen in policies from the War on Poverty, but more research is needed to identify the most effective approaches.
4. The William T. Grant Foundation wants to support high-quality social science research on policies, programs and practices that can reduce inequality, especially for young people. The goal is to build evidence
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Learning more with every year: School year productivity and international learning divergence
1. Learning more with every year:
School year productivity and international
learning divergence
Abhijeet Singh
University of Oxford
Presentation at RISE Summer Meeting
CGD June 2015
2. Introduction
What we know about learning outcomes in developing countries
Learning outcomes very poor in many developing countries,
especially in South Asia and SSA
Less known in comparative settings (under-represented in
PISA, TIMSS)
But available results suggest differences in performance within
developing countries is big
Vietnam-Peru gap in math is 1.4 SD in PISA 2012
US-Finland gap - 0.38 SD
3. Introduction
What we know about learning outcomes in developing countries
Learning outcomes very poor in many developing countries,
especially in South Asia and SSA
Less known in comparative settings (under-represented in
PISA, TIMSS)
But available results suggest differences in performance within
developing countries is big
Vietnam-Peru gap in math is 1.4 SD in PISA 2012
US-Finland gap - 0.38 SD
4. Introduction
What we know about learning outcomes in developing countries
Learning outcomes very poor in many developing countries,
especially in South Asia and SSA
Less known in comparative settings (under-represented in
PISA, TIMSS)
But available results suggest differences in performance within
developing countries is big
Vietnam-Peru gap in math is 1.4 SD in PISA 2012
US-Finland gap - 0.38 SD
5. Introduction
What we know about learning outcomes in developing countries
Learning outcomes very poor in many developing countries,
especially in South Asia and SSA
Less known in comparative settings (under-represented in
PISA, TIMSS)
But available results suggest differences in performance within
developing countries is big
Vietnam-Peru gap in math is 1.4 SD in PISA 2012
US-Finland gap - 0.38 SD
6. Introduction
What we know about learning outcomes in developing countries
Learning outcomes very poor in many developing countries,
especially in South Asia and SSA
Less known in comparative settings (under-represented in
PISA, TIMSS)
But available results suggest differences in performance within
developing countries is big
Vietnam-Peru gap in math is 1.4 SD in PISA 2012
US-Finland gap - 0.38 SD
7. What is this paper about?
Two key questions
At what age are gaps in human capital evident across
countries?
PISA, or even TIMSS, only study gaps well into schooling
How much does the differential productivity of primary
schooling affect international gaps in human capital?
Can we say anything about the relative effectiveness of
schooling systems?
8. What is this paper about?
Two key questions
At what age are gaps in human capital evident across
countries?
PISA, or even TIMSS, only study gaps well into schooling
How much does the differential productivity of primary
schooling affect international gaps in human capital?
Can we say anything about the relative effectiveness of
schooling systems?
9. What is this paper about?
Two key questions
At what age are gaps in human capital evident across
countries?
PISA, or even TIMSS, only study gaps well into schooling
How much does the differential productivity of primary
schooling affect international gaps in human capital?
Can we say anything about the relative effectiveness of
schooling systems?
10. What is this paper about?
Two key questions
At what age are gaps in human capital evident across
countries?
PISA, or even TIMSS, only study gaps well into schooling
How much does the differential productivity of primary
schooling affect international gaps in human capital?
Can we say anything about the relative effectiveness of
schooling systems?
11. Why this matters
Knowing when and how learning gaps evolve is informative for
understanding when policy interventions might work:
Effectiveness of interventions varies importantly across the age
of children
Understanding sources of divergence useful for identifying
domains in which intervention necessary
we don’t just want a league table.
Important differences between educational systems may have
important information for policy
But most economics of education in developing countries is
focused on specific interventions within a given institutional
setting
little work on ‘business-as-usual’ productivity of time spent in
school
12. Why this matters
Knowing when and how learning gaps evolve is informative for
understanding when policy interventions might work:
Effectiveness of interventions varies importantly across the age
of children
Understanding sources of divergence useful for identifying
domains in which intervention necessary
we don’t just want a league table.
Important differences between educational systems may have
important information for policy
But most economics of education in developing countries is
focused on specific interventions within a given institutional
setting
little work on ‘business-as-usual’ productivity of time spent in
school
13. Why this matters
Knowing when and how learning gaps evolve is informative for
understanding when policy interventions might work:
Effectiveness of interventions varies importantly across the age
of children
Understanding sources of divergence useful for identifying
domains in which intervention necessary
we don’t just want a league table.
Important differences between educational systems may have
important information for policy
But most economics of education in developing countries is
focused on specific interventions within a given institutional
setting
little work on ‘business-as-usual’ productivity of time spent in
school
14. What I do
Use child level panel data for Ethiopia, India, Peru and Vietnam to:
Compare distributions of achievement of children at 5 and 8
years across four Young Lives countries
Examine how the gap evolves over the age group of the
children
Is there growth between 5-8 years?
Do rankings change across ages?
Estimate value-added (VA) models examining sources of the
gap
Causally identify differential productivity of schooling with VA
and IV estimates using enrollment discontinuities
15. What I do
Use child level panel data for Ethiopia, India, Peru and Vietnam to:
Compare distributions of achievement of children at 5 and 8
years across four Young Lives countries
Examine how the gap evolves over the age group of the
children
Is there growth between 5-8 years?
Do rankings change across ages?
Estimate value-added (VA) models examining sources of the
gap
Causally identify differential productivity of schooling with VA
and IV estimates using enrollment discontinuities
16. What I do
Use child level panel data for Ethiopia, India, Peru and Vietnam to:
Compare distributions of achievement of children at 5 and 8
years across four Young Lives countries
Examine how the gap evolves over the age group of the
children
Is there growth between 5-8 years?
Do rankings change across ages?
Estimate value-added (VA) models examining sources of the
gap
Causally identify differential productivity of schooling with VA
and IV estimates using enrollment discontinuities
17. What I do
Use child level panel data for Ethiopia, India, Peru and Vietnam to:
Compare distributions of achievement of children at 5 and 8
years across four Young Lives countries
Examine how the gap evolves over the age group of the
children
Is there growth between 5-8 years?
Do rankings change across ages?
Estimate value-added (VA) models examining sources of the
gap
Causally identify differential productivity of schooling with VA
and IV estimates using enrollment discontinuities
18. What I do
Use child level panel data for Ethiopia, India, Peru and Vietnam to:
Compare distributions of achievement of children at 5 and 8
years across four Young Lives countries
Examine how the gap evolves over the age group of the
children
Is there growth between 5-8 years?
Do rankings change across ages?
Estimate value-added (VA) models examining sources of the
gap
Causally identify differential productivity of schooling with VA
and IV estimates using enrollment discontinuities
19. Contribution
First analysis of the emergence and evolution of gaps in
cognitive achievement across countries, using internationally
comparable child-level panel data, at a critical age for skill
formation
similar work on racial gaps in US, socio-economic gaps in the
UK etc. but nothing across countries
no studies of comparable age range in developing countries
Causal identification of learning-gains-per-year in different
countries using micro panel and RD-based identification
20. Contribution
First analysis of the emergence and evolution of gaps in
cognitive achievement across countries, using internationally
comparable child-level panel data, at a critical age for skill
formation
similar work on racial gaps in US, socio-economic gaps in the
UK etc. but nothing across countries
no studies of comparable age range in developing countries
Causal identification of learning-gains-per-year in different
countries using micro panel and RD-based identification
21. Contribution
First analysis of the emergence and evolution of gaps in
cognitive achievement across countries, using internationally
comparable child-level panel data, at a critical age for skill
formation
similar work on racial gaps in US, socio-economic gaps in the
UK etc. but nothing across countries
no studies of comparable age range in developing countries
Causal identification of learning-gains-per-year in different
countries using micro panel and RD-based identification
22. What this relates to
Literature
Methodologically:
Racial and gender test score gaps: e.g. Fryer and Levitt
(2004, 2006, 2010, 2013), Todd and Wolpin (2007)
Value-added models using HH panel data: Todd and Wolpin
(2003, 2007), Fiorini and Keane (2014)
Results:
Growth decompositions with varying school quality:
Hanushek and Kimko (2000), Hanushek and Woessmann
(various), Schoellmann (2012), Kaarsen (2014)
Cross-country productivity differences in diff sectors: Hall
and Jones (1996), Bloom and Van Reenen (2007), Gollin et.
al. (2014)
Micro studies on learning in developing countries: e.g.
Glewwe and Kremer (2006), Kremer et. al. (2013), McEwan
(2013)
23. What this relates to
Literature
Methodologically:
Racial and gender test score gaps: e.g. Fryer and Levitt
(2004, 2006, 2010, 2013), Todd and Wolpin (2007)
Value-added models using HH panel data: Todd and Wolpin
(2003, 2007), Fiorini and Keane (2014)
Results:
Growth decompositions with varying school quality:
Hanushek and Kimko (2000), Hanushek and Woessmann
(various), Schoellmann (2012), Kaarsen (2014)
Cross-country productivity differences in diff sectors: Hall
and Jones (1996), Bloom and Van Reenen (2007), Gollin et.
al. (2014)
Micro studies on learning in developing countries: e.g.
Glewwe and Kremer (2006), Kremer et. al. (2013), McEwan
(2013)
24. What this relates to
Literature
Methodologically:
Racial and gender test score gaps: e.g. Fryer and Levitt
(2004, 2006, 2010, 2013), Todd and Wolpin (2007)
Value-added models using HH panel data: Todd and Wolpin
(2003, 2007), Fiorini and Keane (2014)
Results:
Growth decompositions with varying school quality:
Hanushek and Kimko (2000), Hanushek and Woessmann
(various), Schoellmann (2012), Kaarsen (2014)
Cross-country productivity differences in diff sectors: Hall
and Jones (1996), Bloom and Van Reenen (2007), Gollin et.
al. (2014)
Micro studies on learning in developing countries: e.g.
Glewwe and Kremer (2006), Kremer et. al. (2013), McEwan
(2013)
25. Data
Young Lives survey structure
Round 1 Round 2 Round 3
051015
Ageinyears
O
ct2002
D
ec
2006
N
ov
2009
Time
Younger cohort Older cohort
Graph shows median age of children and time of interview across countries
By age of children
Timing of survey rounds
26. Data
Young Lives survey test data
Use data from the 2006/7 and 2009 rounds on quantitative
proficiency
Cognitive Development Assessment Quant. sub-scale for 5
year old sample
Mathematics tests for 8 year old children
Identical tests administered across all four countries in each
round
can be linked within round across the four countries using Item
Response Theory
27. Data
Young Lives survey test data
Use data from the 2006/7 and 2009 rounds on quantitative
proficiency
Cognitive Development Assessment Quant. sub-scale for 5
year old sample
Mathematics tests for 8 year old children
Identical tests administered across all four countries in each
round
can be linked within round across the four countries using Item
Response Theory
28. Data
Table : Descriptives on age and school progression
Cohort Variable Statistics Ethiopia India Peru Vietnam
YC 2006 (5-years) Enrolment Mean 0.04 0.45 0.01 0.01
YC 2009 (8-years) Enrolment Mean 0.77 0.99 0.98 0.98
OC 2006 (12-years) Enrolment Mean 0.95 0.89 0.99 0.97
OC 2009 (15-years) Enrolment Mean 0.89 0.77 0.92 0.77
Older cohort Age of entry Mean 7.19 5.04 5.88 6.07
SD 1.52 0.71 0.57 0.48
YC 2009 (8-years) Grade Mean 0.64 1.63 1.31 1.71
SD 0.77 1 0.58 0.57
Grade refers to highest grade completed
29. Learning differences at 5 and 8
Table : Linked test scores at 5,and 8 years
Age group Statistics Countries
Ethiopia India Peru Vietnam
5 years
Mean 454 498.3 520.4 524.7
N 1846 1904 1893 1935
8 years
Mean 419.1 495.9 518.2 563.6
N 1885 1930 1943 1964
Scores are IRT test scores generated within an age sample,pooling data from
all countries, and normalized to have a mean of 500 and an SD of 100 in the
pooled sample. Scores are comparable across countries but not across age
groups.
30. Do rankings change across age groups?
0.2.4.6.81
200 400 600 800 1000
CDA Scores, 2006
5 years
0.2.4.6.81
200 400 600 800 1000
Math Scores, 2009
8 years
Empirical CDFs
Distribution of achievement
Ethiopia India
Peru Vietnam
32. Rankings are unchanged but are the gaps growing?
Between 5 and 8 years of age
p10 p90400450500550600
Mathscores(2009)
300 400 500 600 700
CDA scores (2006)
Ethiopia India
Peru Vietnam
33. Where are the gaps coming from?
Knowing differences in levels and trends between countries
informative but not enough.
Even trend differences need not imply differential effectiveness
of schools across countries
endowments differ - e.g. parental education, home inputs,
nutrition, other environmental differences
but differential effectiveness, and malleable environmental
sources of learning divergence, are where policy might make a
difference
34. Where are the gaps coming from?
Knowing differences in levels and trends between countries
informative but not enough.
Even trend differences need not imply differential effectiveness
of schools across countries
endowments differ - e.g. parental education, home inputs,
nutrition, other environmental differences
but differential effectiveness, and malleable environmental
sources of learning divergence, are where policy might make a
difference
35. Where are the gaps coming from?
Knowing differences in levels and trends between countries
informative but not enough.
Even trend differences need not imply differential effectiveness
of schools across countries
endowments differ - e.g. parental education, home inputs,
nutrition, other environmental differences
but differential effectiveness, and malleable environmental
sources of learning divergence, are where policy might make a
difference
36. Where are the gaps coming from?
Knowing differences in levels and trends between countries
informative but not enough.
Even trend differences need not imply differential effectiveness
of schools across countries
endowments differ - e.g. parental education, home inputs,
nutrition, other environmental differences
but differential effectiveness, and malleable environmental
sources of learning divergence, are where policy might make a
difference
37. Do child-specific endowments explain divergence?
Value-added models with common coefficients: Specifications
Yic,2009 = φc (1)
+β1.Yic,2006 (2)
+β2.Xi (3)
+β3.TUica + ϵica (4)
Xi (Background) - male, eldest child, wealth index, age,
caregiver’s education, height-for-age in 2009
TUica (time use) - time use on different activities
Yic,2006 (lagged achievement) - 2006 quantitative achievement
measures
38. A lot differs across samples
At 8 years of age
Ethiopia India Peru Vietnam
Mean SD N Mean SD N Mean SD N Mean SD N
Child and background characteristics (Xic)
Male 0.53 0.5 1881 0.53 0.5 1903 0.5 0.5 1892 0.51 0.5 1916
First born 0.23 0.42 1881 0.39 0.49 1903 0.37 0.48 1892 0.46 0.5 1916
Caregiver’s Education 2.95 3.73 1874 3.7 4.44 1900 7.75 4.64 1892 6.88 3.83 1908
Age in months 97.48 4.05 1879 96.03 3.92 1903 95.35 3.63 1890 97.09 3.75 1915
Height-for-age z-score -1.21 1.05 1877 -1.44 1.03 1898 -1.14 1.03 1890 -1.07 1.05 1900
Wealth index (2006) 0.28 0.18 1881 0.46 0.2 1902 0.47 0.23 1892 0.51 0.2 1914
Time use (hours spent on a typical day; TUic,a)
— Doing domestic tasks 1.66 1.37 1881 0.33 0.58 1903 0.87 0.7 1887 0.54 0.66 1899
— Tasks on family farm/business etc. 1.5 2.22 1880 0.01 0.1 1903 0.25 0.66 1886 0.09 0.48 1897
— Paid work outside household 0.01 0.28 1880 0.01 0.2 1903 0 0.08 1887 0 0.07 1897
— At school 4.91 2.54 1881 7.72 0.95 1903 6.02 0.9 1887 5.04 1.31 1898
— Studying outside school time 0.99 0.89 1881 1.86 1.09 1903 1.87 0.83 1886 2.82 1.49 1897
— General leisure etc. 4.44 2.39 1881 4.71 1.54 1903 4.13 1.65 1887 5.55 1.65 1898
— Caring for others 0.83 1.21 1881 0.21 0.5 1903 0.48 0.88 1886 0.24 0.66 1878
39. Do child-specific endowments explain divergence?
Value-added models with common coefficients: Results
(1) (2) (3) (4)
Dep var: Mathematics score (2009)
VARIABLES 8-years old
Country dummies
India 76.3*** 64.5*** 61.6*** 16.3***
(3.01) (2.92) (2.97) (3.58)
Peru 96.7*** 79.1*** 65.2*** 48.2***
(2.75) (2.71) (2.69) (2.85)
Vietnam 146*** 127*** 108*** 92.2***
(3.04) (3.06) (2.97) (3.45)
Lagged test scores Y Y Y
Background vars (Xic) Y Y
Time use (TUic,a) Y
Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1.
40. Does differential productivity of home inputs explain
divergence?
Country-specific production function estimates
Previous specification had a very strong implicit assumption:
the effect of inputs on achievement is the same across
countries
So I run the same specifications separately for each country
sample
allows for each input parameter to be different across countries
but makes interpretation difficult since four sets of input
coefficients
Key result: Between 5-8 years, divergence with Vietnam not
explained by levels of inputs
41. Does differential productivity of home inputs explain
divergence?
Country-specific production function estimates
Previous specification had a very strong implicit assumption:
the effect of inputs on achievement is the same across
countries
So I run the same specifications separately for each country
sample
allows for each input parameter to be different across countries
but makes interpretation difficult since four sets of input
coefficients
Key result: Between 5-8 years, divergence with Vietnam not
explained by levels of inputs
42. Does differential productivity of home inputs explain
divergence?
Country-specific production function estimates
Previous specification had a very strong implicit assumption:
the effect of inputs on achievement is the same across
countries
So I run the same specifications separately for each country
sample
allows for each input parameter to be different across countries
but makes interpretation difficult since four sets of input
coefficients
Key result: Between 5-8 years, divergence with Vietnam not
explained by levels of inputs
43. Does differential productivity of home inputs explain
divergence?
Country-specific production function estimates
Previous specification had a very strong implicit assumption:
the effect of inputs on achievement is the same across
countries
So I run the same specifications separately for each country
sample
allows for each input parameter to be different across countries
but makes interpretation difficult since four sets of input
coefficients
Key result: Between 5-8 years, divergence with Vietnam not
explained by levels of inputs
44. Does differential productivity of home inputs explain
divergence?
Country-specific production function estimates
Previous specification had a very strong implicit assumption:
the effect of inputs on achievement is the same across
countries
So I run the same specifications separately for each country
sample
allows for each input parameter to be different across countries
but makes interpretation difficult since four sets of input
coefficients
Key result: Between 5-8 years, divergence with Vietnam not
explained by levels of inputs
45. Predicted mean scores under counterfactual scenarios
8-year olds
Coefficients (βc)
Without time use With time use
Ethiopia India Peru Vietnam Ethiopia India Peru Vietnam
Ethiopia 420.79 485.28 495.47 523.15 420.75 390.94 486.66 488.38
(9.87) (10.64) (5.49) (13.48) (10.85) (16.72) (9.62) (19.19)
Inputs India 450.36 497.32 503.74 539.9 487.38 497.32 516.86 563.24
(Xic; TUica) (11.54) (9.59) (4.97) (11.02) (10.39) (9.87) (7.99) (14.79)
Yic,a−1 Peru 470.66 514.64 517.73 559.32 479.48 468.87 517.74 557.66
(11.35) (10.7) (4.65) (10.53) (10.93) (10.96) (5.65) (11.68)
Vietnam 478.69 518.05 522.35 567.03 492.1 476.78 520.84 568.22
(11.08) (9.76) (4.51) (9.16) (12.06) (13.14) (7.09) (11.43)
Cells contain linear predictions of test scores using combinations of country-specific production function
parameters (βc ) with country-specific input levels (Xic and TUic). Standard errors of predictions
in parentheses.
46. Estimating the quality of schooling
Specifications above include no schooling measures
But we know exposure of schooling differs, esp. in Ethiopia
Suspect that quality of schooling differs too
What I do: include highest grade completed in the
specifications and re-estimate
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Will show RD-type IV estimates
These are the most ‘complete’ VA specifications in the paper
47. Estimating the quality of schooling
Specifications above include no schooling measures
But we know exposure of schooling differs, esp. in Ethiopia
Suspect that quality of schooling differs too
What I do: include highest grade completed in the
specifications and re-estimate
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Will show RD-type IV estimates
These are the most ‘complete’ VA specifications in the paper
48. Estimating the quality of schooling
Specifications above include no schooling measures
But we know exposure of schooling differs, esp. in Ethiopia
Suspect that quality of schooling differs too
What I do: include highest grade completed in the
specifications and re-estimate
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Will show RD-type IV estimates
These are the most ‘complete’ VA specifications in the paper
49. VAMs with grade effectiveness
8-year olds
(1) (2) (3) (4) (5) (6) (7) (8)
VARIABLES Dep var: Mathematics score (2009)
Without time use With time use
Ethiopia India Peru Vietnam Ethiopia India Peru Vietnam
Highest grade completed 40.9*** 27.4*** 33.6*** 60.9*** 28.4*** 25.4*** 32.6*** 55.2***
(4.67) (2.03) (3.60) (14.6) (4.48) (1.62) (3.55) (10.9)
Male 3.26 12.7*** 8.73*** 1.65 4.44 11.6*** 8.92*** 1.62
(5.61) (3.05) (2.22) (2.39) (4.82) (3.13) (2.47) (2.66)
Caregiver’s education level 3.76*** 2.40*** 2.23*** 3.16*** 2.74*** 1.86*** 2.10*** 2.18***
(0.66) (0.70) (0.49) (0.80) (0.52) (0.49) (0.48) (0.72)
Age in months 1.26** 0.51 -0.067 0.18 1.30** 0.60 0.0079 0.69
(0.53) (0.45) (0.30) (1.10) (0.56) (0.41) (0.30) (0.87)
Height-for-age (2009) 9.31*** 5.38** 5.22** 7.14*** 5.30** 4.79** 4.82** 4.81***
(2.64) (2.21) (1.92) (1.78) (2.33) (1.85) (1.73) (1.56)
Wealth index (2006) 151*** 53.6** 17.6* 78.3*** 105*** 31.0* 18.1* 59.0***
(25.9) (23.8) (8.80) (20.9) (18.8) (17.8) (8.91) (19.0)
Lagged CDA scores (2006) 0.067*** 0.13*** 0.100*** 0.065* 0.045* 0.12*** 0.100*** 0.049
(0.023) (0.027) (0.021) (0.032) (0.022) (0.027) (0.020) (0.030)
Constant 196*** 306*** 401*** 354*** 129* 97.6* 313*** 333***
(49.2) (45.5) (29.5) (74.1) (72.0) (53.8) (38.8) (65.5)
Observations 1,835 1,892 1,888 1,907 1,834 1,892 1,881 1,858
R-squared 0.340 0.276 0.343 0.437 0.410 0.365 0.370 0.458
Robust standard errors in parentheses. Standard errors are clustered at site level. *** p<0.01, ** p<0.05, * p<0.1
50. Can you trust VA estimates
Comparing with IV results
What if you don’t believe that grades completed are
conditionally exogenous?
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Way out: try looking for an IV which affects the highest grade
completed at a particular age
but does not directly determine learning, conditional on
controls
Solution: Plausibly exogenous variation coming from
enrolment thresholds
Creates discontinuity in the number of grades completed at
particular calendar months
Conditional on age and previous learning, should be excludable
51. Can you trust VA estimates
Comparing with IV results
What if you don’t believe that grades completed are
conditionally exogenous?
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Way out: try looking for an IV which affects the highest grade
completed at a particular age
but does not directly determine learning, conditional on
controls
Solution: Plausibly exogenous variation coming from
enrolment thresholds
Creates discontinuity in the number of grades completed at
particular calendar months
Conditional on age and previous learning, should be excludable
52. Can you trust VA estimates
Comparing with IV results
What if you don’t believe that grades completed are
conditionally exogenous?
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Way out: try looking for an IV which affects the highest grade
completed at a particular age
but does not directly determine learning, conditional on
controls
Solution: Plausibly exogenous variation coming from
enrolment thresholds
Creates discontinuity in the number of grades completed at
particular calendar months
Conditional on age and previous learning, should be excludable
53. Can you trust VA estimates
Comparing with IV results
What if you don’t believe that grades completed are
conditionally exogenous?
Identification reliant on relevant unobserved heterogeneity
being absorbed by controls and lag
Way out: try looking for an IV which affects the highest grade
completed at a particular age
but does not directly determine learning, conditional on
controls
Solution: Plausibly exogenous variation coming from
enrolment thresholds
Creates discontinuity in the number of grades completed at
particular calendar months
Conditional on age and previous learning, should be excludable
54. Enrolment threshold based discontinuities in grade
completion
0.511.520.511.52
Jan
01Feb
01M
ar01Apr01M
ay
01Jun
01Jul01Aug
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ct01N
ov
01D
ec
01Jan
02Feb
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ar02Apr02M
ay
02Jun
02Jul02Aug
02Sep
02O
ct02O
ct02
Jan
01Feb
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ar01Apr01M
ay
01Jun
01Jul01Aug
01Sept01O
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ov
01D
ec
01Jan
02Feb
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ar02Apr02M
ay
02Jun
02Jul02Aug
02Sep
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ar01Apr01M
ay
01Jun
01Jul01Aug
01Sept01O
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ov
01D
ec
01Jan
02Feb
02M
ar02Apr02M
ay
02Jun
02Jul02Aug
02Sep
02O
ct02O
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Jan
01Feb
01M
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ay
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01Sept01O
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ec
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ay
02Jun
02Jul02Aug
02Sep
02O
ct02O
ct02
Ethiopia India
Peru Vietnam
Averagegradeattained
By month of birth
Mean grade completed by 2009
55. IV specifications
First stage:
gradesi,2009 = µ + γ1.Thresholdi + γ2.Xi + γ3.sitei + ϵica (5)
Second stage:
Yic,a = αc + β1.Yic,a−1 + β2.Xic + β3.gradeica + γ.sitei + ϵica
+β4.TUic,a
Same as old VAM but for inclusion of site fixed effects
OK here because not comparing constant terms
56. IV specifications
First stage:
gradesi,2009 = µ + γ1.Thresholdi + γ2.Xi + γ3.sitei + ϵica (5)
Second stage:
Yic,a = αc + β1.Yic,a−1 + β2.Xic + β3.gradeica + γ.sitei + ϵica
+β4.TUic,a
Same as old VAM but for inclusion of site fixed effects
OK here because not comparing constant terms
57. Discontinuity based results on grade effectiveness
Peru and Vietnam
(1) (2) (3) (4)
VARIABLES Dep var: Math scores (2009)
Peru Vietnam
Highest grade completed 20.1*** 20.9*** 47.3*** 46.3***
(7.61) (7.96) (7.49) (7.16)
Male 9.43*** 9.96*** 1.34 1.56
(2.39) (2.63) (2.36) (2.46)
Caregiver’s education level 2.31*** 2.14*** 3.05*** 2.41***
(0.40) (0.37) (0.61) (0.55)
Age in months 0.94 0.87 0.41 0.64
(0.66) (0.71) (0.57) (0.53)
Height-for-age (2009) 6.15*** 5.59*** 6.00*** 4.18***
(2.20) (2.00) (1.96) (1.44)
Wealth index (2006) 29.7*** 29.0*** 40.2** 28.6**
(7.67) (7.84) (16.2) (13.4)
Lagged CDA scores (2006) 0.13*** 0.12*** 0.11*** 0.088***
(0.020) (0.020) (0.031) (0.027)
Constant 290*** 227*** 375*** 316***
(58.2) (69.2) (55.5) (60.2)
Observations 1,888 1,881 1,907 1,858
R-squared 0.366 0.393 0.481 0.504
Kleibergen-Paap F-statistic 108 110 113 152
Robust standard errors in parentheses. Standard errors are clustered at site level. *** p<0.01, ** p<0.05, * p<0.1
Test scores are IRT scores normalized to have a mean of 500 and SD of 100 in the pooled four-country
sample at each age. Estimation includes a vector of site fixed effects and other covariates, coefficients for which are not reported.
58. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
59. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
60. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
61. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
62. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
63. Robustness checks
Flexible lags: Possibility (even suggestion) of non-linearity in
the effect of lag on current achievement
estimate everything with third-order polynomial of lag / bins of
achievement
Measurement error in the lag
instrument lag with vocabulary test in the 8-year old cohort
assumes independent measurement error across tests
Overall: Persistence parameter might be off but basic story
stays.
64. Pulling it all together
Levels of learning are low except for Vietnam
Differences start early by 5 and grow further later
Between 5-8, divergence with Vietnam reflects differential
effectiveness of a school year
School productivity differences are huge!
These productivity differences are causally identified
65. Pulling it all together
Levels of learning are low except for Vietnam
Differences start early by 5 and grow further later
Between 5-8, divergence with Vietnam reflects differential
effectiveness of a school year
School productivity differences are huge!
These productivity differences are causally identified
66. Pulling it all together
Levels of learning are low except for Vietnam
Differences start early by 5 and grow further later
Between 5-8, divergence with Vietnam reflects differential
effectiveness of a school year
School productivity differences are huge!
These productivity differences are causally identified
67. Pulling it all together
Levels of learning are low except for Vietnam
Differences start early by 5 and grow further later
Between 5-8, divergence with Vietnam reflects differential
effectiveness of a school year
School productivity differences are huge!
These productivity differences are causally identified
68. Pulling it all together
Levels of learning are low except for Vietnam
Differences start early by 5 and grow further later
Between 5-8, divergence with Vietnam reflects differential
effectiveness of a school year
School productivity differences are huge!
These productivity differences are causally identified
69. What these results imply
Early divergence provides suggestive support for preschool
interventions
Evidence (except on nutrition) usually based on OECD or LAC
But major divergence after 5 is due to differences in school
productivity at primary school level
It isn’t all over by 5. School productivity is a variable policy
can affect!
Differences in school productivity across countries raise an
important question:
why is productivity so much higher in some countries?
This is not the focus of most of the work in education in dev
econ (but still important)
70. What these results imply
Early divergence provides suggestive support for preschool
interventions
Evidence (except on nutrition) usually based on OECD or LAC
But major divergence after 5 is due to differences in school
productivity at primary school level
It isn’t all over by 5. School productivity is a variable policy
can affect!
Differences in school productivity across countries raise an
important question:
why is productivity so much higher in some countries?
This is not the focus of most of the work in education in dev
econ (but still important)
71. What these results imply
Early divergence provides suggestive support for preschool
interventions
Evidence (except on nutrition) usually based on OECD or LAC
But major divergence after 5 is due to differences in school
productivity at primary school level
It isn’t all over by 5. School productivity is a variable policy
can affect!
Differences in school productivity across countries raise an
important question:
why is productivity so much higher in some countries?
This is not the focus of most of the work in education in dev
econ (but still important)
72. What these results imply
Early divergence provides suggestive support for preschool
interventions
Evidence (except on nutrition) usually based on OECD or LAC
But major divergence after 5 is due to differences in school
productivity at primary school level
It isn’t all over by 5. School productivity is a variable policy
can affect!
Differences in school productivity across countries raise an
important question:
why is productivity so much higher in some countries?
This is not the focus of most of the work in education in dev
econ (but still important)
73. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
74. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
75. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
76. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
77. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
78. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
79. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
80. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
81. How should we comparably measure school productivity
A pitch for linked micro panels
Linked micro panel data has important advantages for this
question:
PISA, TIMSS go to very selective non-OECD countries
and the divergence has already happened by 15 years of age
and selection on enrollment and attendance
Returns to schooling for migrants in the US
differential selection of migrants makes individual country
estimates unreliable
Schoellman (2012) rankings put India way ahead of Vietnam,
Ethiopia and Peru
the exact opposite of what I find! (or levels in PISA!)
A lot could be done if educational interventions linked tests...
83. Appendix: Item Response Theory
How I link scores
Decades long history in education and psychometrics – GRE,
GMAT, SAT, NAEP, TIMSS
The basic idea:The focus of IRT is at the item level.
Models the probability that an individual with given ability will
get an item right
The overall ability estimate (test score) generated by analyzing
an individual’s response to different items each defined by their
own characteristics
Many advantages (see e.g. Das and Zajonc, 2010):
Most importantly (for me) the ability to link
But also much better diagnostics for cross-cultural comparisons
Less arbitrary than summing up correct responses
Caveat: Linking requires common items across samples
can’t directly compare across age groups
84. Appendix: Item Response Theory
How I link scores
Decades long history in education and psychometrics – GRE,
GMAT, SAT, NAEP, TIMSS
The basic idea:The focus of IRT is at the item level.
Models the probability that an individual with given ability will
get an item right
The overall ability estimate (test score) generated by analyzing
an individual’s response to different items each defined by their
own characteristics
Many advantages (see e.g. Das and Zajonc, 2010):
Most importantly (for me) the ability to link
But also much better diagnostics for cross-cultural comparisons
Less arbitrary than summing up correct responses
Caveat: Linking requires common items across samples
can’t directly compare across age groups
85. Appendix: Item Response Theory
How I link scores
Decades long history in education and psychometrics – GRE,
GMAT, SAT, NAEP, TIMSS
The basic idea:The focus of IRT is at the item level.
Models the probability that an individual with given ability will
get an item right
The overall ability estimate (test score) generated by analyzing
an individual’s response to different items each defined by their
own characteristics
Many advantages (see e.g. Das and Zajonc, 2010):
Most importantly (for me) the ability to link
But also much better diagnostics for cross-cultural comparisons
Less arbitrary than summing up correct responses
Caveat: Linking requires common items across samples
can’t directly compare across age groups
86. Appendix: Item Response Theory
How I link scores
Decades long history in education and psychometrics – GRE,
GMAT, SAT, NAEP, TIMSS
The basic idea:The focus of IRT is at the item level.
Models the probability that an individual with given ability will
get an item right
The overall ability estimate (test score) generated by analyzing
an individual’s response to different items each defined by their
own characteristics
Many advantages (see e.g. Das and Zajonc, 2010):
Most importantly (for me) the ability to link
But also much better diagnostics for cross-cultural comparisons
Less arbitrary than summing up correct responses
Caveat: Linking requires common items across samples
can’t directly compare across age groups
88. Appendix: Item Response Theory
3 Parameter Logistic (3PL) Model
Item Response Function:
Pg (θi ) = cg +
1 − cg
1 + exp(−1.7.ag .(θi − bg))
(6)
cg is the pseudo-guessing parameter - with multiple choice
questions, even the lowest ability can get some answers right.
Set to zero for non-MCQ to get 2PL model
bg is the difficulty parameter - the level at which the
probability of getting item right is 0.5 in 2 PL
ag is the discrimination parameter - slope of the ICC at b –
how quickly the likelihood of success changes with respect to
ability.
89. Appendix: Item Response Theory
3 Parameter Logistic (3PL) Model
Item Response Function:
Pg (θi ) = cg +
1 − cg
1 + exp(−1.7.ag .(θi − bg))
(6)
cg is the pseudo-guessing parameter - with multiple choice
questions, even the lowest ability can get some answers right.
Set to zero for non-MCQ to get 2PL model
bg is the difficulty parameter - the level at which the
probability of getting item right is 0.5 in 2 PL
ag is the discrimination parameter - slope of the ICC at b –
how quickly the likelihood of success changes with respect to
ability.
90. Appendix: Item Response Theory
3 Parameter Logistic (3PL) Model
Item Response Function:
Pg (θi ) = cg +
1 − cg
1 + exp(−1.7.ag .(θi − bg))
(6)
cg is the pseudo-guessing parameter - with multiple choice
questions, even the lowest ability can get some answers right.
Set to zero for non-MCQ to get 2PL model
bg is the difficulty parameter - the level at which the
probability of getting item right is 0.5 in 2 PL
ag is the discrimination parameter - slope of the ICC at b –
how quickly the likelihood of success changes with respect to
ability.
91. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
92. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
93. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
94. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
95. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
96. Appendix: Item Response Theory
Core Assumptions
1. Unidimensionality - A single latent individual-specific trait
determines performance on the test
2. No Differential Item Functioning: Implicit in ICC, item
characteristics are person-invariant
2.1 particularly important in cross-cultural settings
3. (Conditional) local independence:
3.1 Item responses are independent across individuals (no
cheating!)
3.2 Conditional on ability, item responses are locally independent
across questions for the same individual
Under these assumptions, can recover estimates of ability and item
characteristics given matrix of responses by individuals
97. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
98. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
99. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
100. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
101. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
102. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
103. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
104. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
105. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
106. Appendix: Item Response Theory
How does linking work?
IRT only identifies the latent ability up to a linear
transformation
need to fix the scale somewhere
e.g. fix min and max. GRE used to be from 200 to 800
(130-170 now)
or fix mean and SD. PISA and TIMSS have mean of 500 and
SD of 100
Item characteristics are fixed and can be used to link across
samples
common items serve as ‘anchors’ which bring two assessments
on a common scale
only a subset of items need to be common
Without sufficient common items:
Still can do IRT but scores not on comparable scales
important because then you can’t use panel methods such as
differencing or fixed effects without very strong assumptions
about the two distributions
107. Appendix: Differential Item Functioning
When it’s not a problem
C:/Users/pemb2850/Dropbox/Learning levels -
108. Appendix: Differential Item Functioning
When it IS a problem
C:/Users/pemb2850/Dropbox/Learning levels -