Session Information
09 SES 02 A, Countries’ Strive of Combining High Achievement with Equality: Success or Failure? Evidence from Trends over Time in TIMSS and PIRLS
Symposium
Contribution
The study aims to investigate changes in educational inequality with respect to educational outcomes and effects on achievement of social and ethnic background. The IEA PIRLS data from 2001, 2006 and 2011 will be analyzed with two-level latent variable models. Information about students’ home possessions, parental educational level, and number of books at home are used as measures of socioeconomic status (SES), while the language used at home and country of birth of the parents and child are used as measures of migration background of the child, The aggregated information from these variables form proxies of school compositional characteristics, reflecting the degree of school segregation by SES and ethnicity. Changes in these background variables at individual and school levels will be related to the changes in reading achievement at the respective levels. We have seen, in preliminary analyses, a great increase in the relation between school SES and ethnic composition and reading achievement, indicating the strengthened social and ethnic inequality between different Swedish compulsory schools over time. We also applied the same analyses to Norwegian PIRLS data, as a sensitivity study to validate the causal inferences reached by Swedish results.
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