Title
Inequity and excellence in academic performance: evidence from 27 countries [accepted manuscript]
Publication Date
1-8-2018
Publication Details
Parker, P. D, Marsh, H. W, Jerrim, J. P, Guo, J. & Dicke, T. (2018). Inequity and excellence in academic performance: evidence from 27 countries [accepted manuscript]. American Educational Research Journal,55(4), 836-858. Retrieved from https://doi.org/10.3102/0002831218760213
Abstract
Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) database, the current research explores within-country trajectories in achievement and inequality measures to test the hypothesis of an excellence/equity tradeoff in academic performance. We found negative relations between performance and inequality that are robust and of statistical and practical significance. Follow-up analysis suggests a focus on low and average performers may be critical to successful policy interventions.
School/Institute
Institute for Positive Psychology and Education
Document Type
Open Access Journal Article
Access Rights
Open Access
Included in
Comparative Psychology Commons, Disability and Equity in Education Commons, Educational Psychology Commons