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Employment and Social Developments in Europe 2014
Chart 12: Higher scores in skills proficiency for young people with higher socioeconomic status
Achievement in maths by socioeconomic status (PISA score points, 2012)
600
550
500
450
Bottom quarter of the socio-economic scale
400 Top quarter of the socio-economic scale
350
BG CY RO EL SK HU HR LU LT PT SE ES FR IT CZ LV UK ET SI DK IE DE BE PL NL FI EE
Source: European Commission (2013c).
in science and reading. In comparative Chart 13: Vicious cycle of low performance
terms, overall EU performance is slightly Mean literacy proficiency in PISA (2000) and in the Survey
better than the United States, but below of Adult Skills (2012)
that of Japan.
PISA score
Despite good performance and a low 570 Above-average in PISA 2000 Above-average in PISA 2000
share of early leavers (well below the Below-average in Survey of Adult Skills 2012 Above-average in Survey of Adult Skills 2012
EU average) (see Chart 9), there are a 550 Average at 26-28 FI
number of countries with an above EU 530 IE CA AU KR
average share of low achievers in all JP
three fields (Croatia, Slovakia, Sweden) 510 US NO SE
or at least in particular fields (Slovenia ES DK OECD average for PISA 2000
and Austria in reading, and Lithuania in 490 IT AT CZ
reading and mathematics). PL DE
470
Below-average in PISA 2000 Below-average in PISA 2000
PISA 2012 results show that performance 450 Below-average in Survey of Adult Skills 2012 Above-average in Survey of Adult Skills 2012
across all three areas of basic skills 250 260 270 280 290 300 310 320
correlate with each other — Members Survey of Adult Skills score
States that show certain levels of basic Source: OECD (2013a).
skills in one area tend to perform simi-
larly in other areas ( ). Therefore, policies
58
designed to tackle low achievement in resources to those in good performing incentives to attract and retain teachers
one field often converge with policies countries, but those countries tend to pri- in disadvantaged schools, educating the
in another. oritise higher salaries for teachers over teacher educators). It also considers that
other expenditure, such as supporting measures need to be taken in order to
smaller classes ( ). In low-income ( )
In many countries, the proficiency 60 61 prevent increases in school’s autonomy
achieved at a young age strongly cor- countries, the scale of the resources is undermining equity, by avoiding socio-
relates with the proficiency of the same a more important determinant of stu- economic segregation, and investment
cohort as adults, as demonstrated by dents’ performance. in pre-school care and childhood, as well
PIAAC (Chart 13). Countries whose as improving the quality of schools via
cohorts performed very well in PISA also OECD suggests that improving the qual- student and school assessments. Finally,
had much better results in the Adult sur - ity and equity of educational outcomes measures are needed to create effec-
vey and vice versa. requires a combination of measures ( ). tive learning environments: by limiting
62
This includes promoting high-quality grade repetition; reducing early track-
Financial resources are important in teaching, especially for disadvantaged ing by not placing students on separate
improving the quality and equity of schools and students, by encouraging tracks at a very early age; continuously
-
educational outcomes but, in high-diversity and improving the employ supporting students; and by setting high
income countries, their allocation is ment conditions of teachers (work- expectations, especially for disadvan-
59
more important than their size ( ). PISA ing conditions, career and financial taged students.
results show that advantaged and dis-
advantaged schools tend to have similar ( ) OECD (2013b).
60
physical infrastructure and educational ( ) Countries with cumulative expenditure per
61
student below USD 50 000, like the Czech
58
( ) European Commission (2013c). Republic, Hungary and the Slovak Republic.
( ) Oosterbeek et al. (2007), Schleicher (2014), (Schleicher 2014).
59
OECD (2013b). ( ) Schleicher (2014).
62
114
Chart 12: Higher scores in skills proficiency for young people with higher socioeconomic status
Achievement in maths by socioeconomic status (PISA score points, 2012)
600
550
500
450
Bottom quarter of the socio-economic scale
400 Top quarter of the socio-economic scale
350
BG CY RO EL SK HU HR LU LT PT SE ES FR IT CZ LV UK ET SI DK IE DE BE PL NL FI EE
Source: European Commission (2013c).
in science and reading. In comparative Chart 13: Vicious cycle of low performance
terms, overall EU performance is slightly Mean literacy proficiency in PISA (2000) and in the Survey
better than the United States, but below of Adult Skills (2012)
that of Japan.
PISA score
Despite good performance and a low 570 Above-average in PISA 2000 Above-average in PISA 2000
share of early leavers (well below the Below-average in Survey of Adult Skills 2012 Above-average in Survey of Adult Skills 2012
EU average) (see Chart 9), there are a 550 Average at 26-28 FI
number of countries with an above EU 530 IE CA AU KR
average share of low achievers in all JP
three fields (Croatia, Slovakia, Sweden) 510 US NO SE
or at least in particular fields (Slovenia ES DK OECD average for PISA 2000
and Austria in reading, and Lithuania in 490 IT AT CZ
reading and mathematics). PL DE
470
Below-average in PISA 2000 Below-average in PISA 2000
PISA 2012 results show that performance 450 Below-average in Survey of Adult Skills 2012 Above-average in Survey of Adult Skills 2012
across all three areas of basic skills 250 260 270 280 290 300 310 320
correlate with each other — Members Survey of Adult Skills score
States that show certain levels of basic Source: OECD (2013a).
skills in one area tend to perform simi-
larly in other areas ( ). Therefore, policies
58
designed to tackle low achievement in resources to those in good performing incentives to attract and retain teachers
one field often converge with policies countries, but those countries tend to pri- in disadvantaged schools, educating the
in another. oritise higher salaries for teachers over teacher educators). It also considers that
other expenditure, such as supporting measures need to be taken in order to
smaller classes ( ). In low-income ( )
In many countries, the proficiency 60 61 prevent increases in school’s autonomy
achieved at a young age strongly cor- countries, the scale of the resources is undermining equity, by avoiding socio-
relates with the proficiency of the same a more important determinant of stu- economic segregation, and investment
cohort as adults, as demonstrated by dents’ performance. in pre-school care and childhood, as well
PIAAC (Chart 13). Countries whose as improving the quality of schools via
cohorts performed very well in PISA also OECD suggests that improving the qual- student and school assessments. Finally,
had much better results in the Adult sur - ity and equity of educational outcomes measures are needed to create effec-
vey and vice versa. requires a combination of measures ( ). tive learning environments: by limiting
62
This includes promoting high-quality grade repetition; reducing early track-
Financial resources are important in teaching, especially for disadvantaged ing by not placing students on separate
improving the quality and equity of schools and students, by encouraging tracks at a very early age; continuously
-
educational outcomes but, in high-diversity and improving the employ supporting students; and by setting high
income countries, their allocation is ment conditions of teachers (work- expectations, especially for disadvan-
59
more important than their size ( ). PISA ing conditions, career and financial taged students.
results show that advantaged and dis-
advantaged schools tend to have similar ( ) OECD (2013b).
60
physical infrastructure and educational ( ) Countries with cumulative expenditure per
61
student below USD 50 000, like the Czech
58
( ) European Commission (2013c). Republic, Hungary and the Slovak Republic.
( ) Oosterbeek et al. (2007), Schleicher (2014), (Schleicher 2014).
59
OECD (2013b). ( ) Schleicher (2014).
62
114
