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Cross-national Variations in Educational Achievement and Child Well-being
Dominic Richardson
International Society for Child IndicatorsInaugural Conference
June 26-28 2007Allerton Hotel, Chicago, USA
Background
What drives educational achievement? Youth outcomes in EU statistics EU child index UNICEF reports
OECD CEE / CIS
Merits further investigation
Do children’s relationships matter?
Possibilities of PISA Greater range of explanatory factors
Coleman’s human and social capital interactions
Develops a child-centered approach Nine countries (CH, DE, IE, FI, FR, NZ, SE,
UK and the US) RLA Evidence to show that relationships matter
Child centred social capital
‘The pitfall of the notion of social capital as previously used in relation to children and young people…is that it plays down children’s agency, and overemphasises the influence of parents on children’s lives. It also plays down wider socio-structural influences on children, especially the middle and older age range, in terms of the possibilities for autonomy, participation and decision-making in the environments and institutions in which they are situated, particularly within the education system which is, after all, where children spend a large proportion of their time.’ (Morrow 1999: 760)
Parental human capital indicators (b) interact with an indicator of the strength of the parent and child bond (1) to account for the quality familial relationships on the child’s educational achievement
Human And Social Capital Interaction
Do children’s relationships matter?
Possibilities of PISA Greater range of explanatory factors Sample and dependent variable
Coleman’s human and social capital interactions Interaction terms and structural measures
Develops a child-centered approach Nine countries (CH, DE, IE, FI, FR, NZ, SE,
UK and the US) Evidence to show that relationships matter
Interaction effects are shown (UK)…
Relationship (bond) main effects are retained for: Pupil teacher bond Parental institutional bond Teacher peer group bond
Significant interaction terms are Parental cultural possession Student teacher ratio Highest parental ISEI
Structural measures are insignificant
And these things don’t matter so much…
Parental highest education qualification* Number of home educational resources* Parental wealth items in the home*
Shortages of support/teaching staff Proportions of fully certified teachers Poor teaching facilities Quality of the learning environment
Achievement of the peer group*
However…
Models only explained between 36 to 46 percent of the variation
Unexplained country level variations impact on individual outcomes for children in terms of educational achievement (CH, DE, FR, NZ, SE, and the US).
What is it about living in these countries? Economic and social context Policies and delivery Other CWB factors (UNICEF / EU 25)
However…
Models only explained between 36 to 46 percent of the variation
Unexplained country level variations impact on individual outcomes for children in terms of educational achievement (CH, DE, FR, NZ, SE, and the US).
What is it about living in these countries? Economic and social context Policies and delivery Other CWB factors (UNICEF / EU 25)
Conclusions
Personal, home and family attributes impact more on EA than teacher and institutional factors
Using interaction terms can uncover hidden associations
For some countries secondary social networks matter (FR, NZ and the US)
Independently strengths of relationship bonds matter Child well-being indicators at the national level
inform what drives achievement Both micro and macro analysis is required to fully
understand variation in achievement Context vs. Effort?
Cross-national Variations in Educational Achievement and Child Well-being
Dominic.Richardson@OECD.org
International Society for Child IndicatorsInaugural Conference
June 26-28 2007Allerton Hotel, Chicago, USA
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