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Educational Outcomes across Space and Demographic Groups
1. Facts and Hypotheses about variation in outcomes by space
2. The Surprising Progress in UK3. Implications for the US
Richard Freeman, Steve Machin and Martina ViarengoThe Brookings Institution
November 20, 2008
I) Facts (we did not know)
1) Wide cross-country variation in the dispersion of test scores of students among schools compared to the dispersion of scores within schools
2) US fits in middle of distribution3) Country variation in the decomposition is greater
than the variation for US states, but still large variation in US
4) Variation in mean scores less among US states than among countries
US: Variance Decomposition across Space, NAEP Mathematics Test Score 8th grade, 2003
100
1.20 98.80
0.40 98.40
0.70
97.70
26.69
71.01
Census Regions
Census Divisions
States
Schools
Hypotheses for differences in relative importance of between/within school contribution to variance
Homogeneity of population
Size of country/state
Housing location and segregation by incomesorting of students with no school effect
EDUCATIONAL POLICY
II. UK Education Policy and Reforms: Analysis of School Averages
1. Improved School-level Performance, 2000-2006: increased mean test score, decreased std dev
2. Significant stable variation across space 3. Changes in school performance
1. Primary and Secondary Schools:Mean Test Scores Up and Std dev down, 2000-2006
UK: Variance Decomposition across Space, Primary and Secondary Schools, 2000 and 2006
UK: Variance Decomposition across Space, Primary Schools, KS-2, 2000
100
0.60 99.40
7.45 91.95
20.37
71.58
28.34
43.34
Regions
LEAs
Postcode Districts
Postcode Sectors
UK: Variance Decomposition across Space, Primary Schools, KS-2, 2006
100
0.40 99.60
2.32 97.28
23.41
73.87
30.32
43.55
Regions
LEAs
Postcode Districts
Postcode Sectors
UK: Variance Decomposition across Space, Secondary Schools, KS-4, 2000
100
3.62 96.38
12.17 84.21
39.73
44.48
27.03
17.45
Regions
LEAs
Postcode Districts
Postcode Sectors
UK: Variance Decomposition across Space, Secondary Schools, KS-4, 2006
100
1.23 98.77
8.23 90.54
43.78
46.76
26.32
17.46
Regions
LEAs
Postcode Districts
Postcode Sectors
Some schools had big changes in Performance, Primary Schools, by Region, 2000-2006
Some schools had big changes in Performance, Secondary Schools, by Region, 2000-2006
Interpretation
Some of change is regression to mean
Distribution of changes shows “fat tail”
Hypotheses
Decline in variation and improvements due to policy changes:• 1988 Education Reform Act
Introduction of market mechanisms (e.g., introduction of parental choice, parent representation on governing bodies, linking school funding with student enrolment numbers, National Curriculum)
Introduction of the league tables• 1998 Introduction of National Literacy and Numeracy Hours • Other reforms (National Vocation Qualifications, Modern
Apprenticeship Scheme)Large changes for some schools reflects policy, leadership as
opposed to changes in composition of students or random variation
III. Implications for the US:UK vs US policy changes
Future Work
• Extend the analysis to other countries that have different educational policies (i.e., Finland, Sweden, Germany and the Netherlands)
• Extend the analysis to demographic groups (i.e., women, ethnic minorities and immigrants)
Summary
• Analysis of the educational inequality across countries and within countries
- Consistency of countries over time but wide differences within countries as well as between and within schools, heterogeneity
• Reasons for differences in outcomes? Education Policy and Reforms in the UK
- Improvement of average school performance over time at both primary and secondary levels, possible explanations
• Extend the analysis to other countries and specific demographic groups
