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
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.
Institute for Positive Psychology and Education
Open Access Journal Article