Sélectionner | Date Date | Titre Titre | |||
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No. 46 | 01 Dec 2014 |
Does Homework Perpetuate Inequities in Education?
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged... |
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No. 45 | 01 Nov 2014 |
Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high... |
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No. 44 | 01 Oct 2014 |
How is Equity in Resource Allocation Related to Student Performance?
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among... |
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No. 43 | 01 Sept 2014 |
Are Disadvantaged Students more Likely to Repeat Grades?
One in eight students across OECD countries has repeated a grade at least once before the age of 15. Many countries reduced the rate of grade repetition between 2003 and 2012. One in five disadvantaged 15-year-olds has repeated a grade. Even among... |
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No. 42 | 01 Aug 2014 |
When is Competition Between Schools Beneficial?
In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. Across countries and economies, performance is unrelated to whether or not schools have to... |
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No. 41 | 01 Jul 2014 |
Do 15-year-olds Know How to Manage Money?
On average across the 13 OECD countries and economies that participated in the PISA financial literacy assessment, 10% of students can analyse complex financial products and solve non-routine financial problems, while 15% can, at best, make simple... |
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No. 40 | 01 Jun 2014 |
Does Pre-primary Education Reach Those Who Need it Most?
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in... |
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No. 39 | 01 May 2014 |
Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly... |
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No. 38 | 01 Apr 2014 |
Are 15-Year-Olds Creative Problem-solvers?
To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs well in core school... |
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No. 37 | 01 Mar 2014 |
Do Students Have the Drive to Succeed?
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a... |
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No. 36 | 01 Feb 2014 |
Do Parents' Occupations Have an Impact on Student Performance?
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship... |
|||
No. 35 | 01 Jan 2014 |
Who Are the School Truants?
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school systems skip classes or... |
|||
No. 34 | 01 Nov 2013 |
Who Are the Strong Performers and Successful Reformers in Education?
Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards... |
|||
No. 33 | 01 Nov 2013 |
What Do Immigrant Students Tell Us About the Quality of Education Systems?
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar... |
|||
No. 32 | 01 Sept 2013 |
Do Students Perform Better in Schools with Orderly Classrooms?
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall... |
|||
No. 31 | 01 Sept 2013 |
Who are the Academic All-rounders?
On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these... |
|||
No. 30 | 01 Jun 2013 |
Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two... |
|||
No. 29 | 01 May 2013 |
Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where... |
|||
No. 28 | 01 May 2013 |
What Makes Urban Schools Different?
In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and... |
|||
No. 27 | 01 Apr 2013 |
Does it Matter Which School a Student Attends?
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend... |
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- PISA in Focus
PISA in Focus
Anglais Egalement disponible en : Français
- ISSN : 22260919 (en ligne)
- https://doi.org/10.1787/22260919
81 - 100 of 126 results
Does Homework Perpetuate Inequities in Education?
OCDE
01 Dec 2014
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged...
Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
OCDE
01 Nov 2014
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high...
How is Equity in Resource Allocation Related to Student Performance?
OCDE
01 Oct 2014
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among...
Are Disadvantaged Students more Likely to Repeat Grades?
OCDE
01 Sept 2014
One in eight students across OECD countries has repeated a grade at least once before the age of 15. Many countries reduced the rate of grade repetition between 2003 and 2012. One in five disadvantaged 15-year-olds has repeated a grade. Even among...
When is Competition Between Schools Beneficial?
OCDE
01 Aug 2014
In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. Across countries and economies, performance is unrelated to whether or not schools have to...
Do 15-year-olds Know How to Manage Money?
OCDE
01 Jul 2014
On average across the 13 OECD countries and economies that participated in the PISA financial literacy assessment, 10% of students can analyse complex financial products and solve non-routine financial problems, while 15% can, at best, make simple...
Does Pre-primary Education Reach Those Who Need it Most?
OCDE
01 Jun 2014
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in...
Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
OCDE
01 May 2014
On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly...
Are 15-Year-Olds Creative Problem-solvers?
OCDE
01 Apr 2014
To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs well in core school...
Do Students Have the Drive to Succeed?
OCDE
01 Mar 2014
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a...
Do Parents' Occupations Have an Impact on Student Performance?
OCDE
01 Feb 2014
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship...
Who Are the School Truants?
OCDE
01 Jan 2014
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school systems skip classes or...
Who Are the Strong Performers and Successful Reformers in Education?
OCDE
01 Nov 2013
Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards...
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar...
Do Students Perform Better in Schools with Orderly Classrooms?
OCDE
01 Sept 2013
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall...
Who are the Academic All-rounders?
OCDE
01 Sept 2013
On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these...
Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
OCDE
01 Jun 2013
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two...
Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
OCDE
01 May 2013
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where...
What Makes Urban Schools Different?
OCDE
01 May 2013
In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and...
Does it Matter Which School a Student Attends?
OCDE
01 Apr 2013
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend...