Context factors and student achievement in the IEA studies: evidence from TIMSS

• Published in: Large-scale assessments in education Vol. 4; no. 1; pp. 1 - 22
• Main Authors: Caponera, Elisa, Losito, Bruno
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2016; Springer; Springer Nature B.V; SpringerOpen
• Subjects: Academic Achievement; Achievement Tests; Assessment; Cognitive Tests; Comparative Education; Comparative studies; Context Effect; Contextual questionnaires; Education; Educational Environment; Educational Policy and Politics; Educational Strategies; Elementary Secondary Education; Evidence; Foreign Countries; Grade 4; Grade 8; Humanities; ICCS; International Assessment; Law; Manycountries; Mathematics Achievement; Mathematics education; Mathematics Tests; Multiple Regression Analysis; Parent Participation; PIRLS; Predictor Variables; Reading Achievement; Reading Tests; School factors; Science Achievement; Science Tests; Socioeconomic Status; Statistics for Social Sciences; Teacher Characteristics; Teaching Methods; Testing and Evaluation; TIMSS; Singapore; Hong Kong; United Kingdom (England); United States; Malaysia; Thailand; Armenia; South Korea; Sweden; Slovenia; Chile; Lithuania; Tunisia; Romania; Hungary; Japan; Ukraine; United Arab Emirates; Lebanon; New Zealand; Turkey; Norway; Taiwan; Finland; Italy; Georgia Republic; Israel; Australia; ICCS; School factors; PIRLS; TIMSS; Contextual questionnaires
• ISSN: 2196-0739; 2196-0739
• DOI: 10.1186/s40536-016-0030-6

Background The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student performance in previous IEA studies. Data of student samples representative of grade 8 students from 28 countries who participated in TIMSS 2011 were analysed. The main aim of the present study is to verify what school and teacher characteristics are positively associated with students’ mathematics achievement, mainly focusing on disadvantaged schools. Furthermore, it aims at identifying how school context variables contribute to explaining the performance of students in disadvantaged schools in comparison with more advantaged schools. Methods A separate analysis was carried out for each considered country, and the same multilevel regression model was used on the sampled schools as a whole and treating schools with high (highest tertile) and low (lowest tertile) socio-economic backgrounds as distinct groups. Results The results confirmed that a high socio-economic status has a significant and positive effect on student achievement: compared with students from socio-economic disadvantaged schools, students from advantaged schools performed better in mathematics achievement. This difference is more evident in countries where the gap between rich and poor people as measured by the Gini coefficient, which measures how much an economy deviates from perfect equality, is wider. However, this difference is restricted in countries with a smaller gap between rich and poor people. Conclusions According to the literature in the field, the results show significant differences across countries in relation to the school and teacher characteristics that have an impact on mathematics achievement of students from low and high SES schools. Different patterns were also found within countries for low and high SES schools.