Learning First Alliance - PISA

11P

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011 Strong performers and

successful reformersLessons from PISA

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU

Programme for International Student Assessment

22P

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011

1998PISA countries in

2000200120032006200977%81%83%85%86%

Coverage of world economy 87%

PISA 2009 in brief

Over half a million students… representing 28 million 15-year-olds in 74*

countries/economies

… took an internationally agreed 2-hour test… Goes beyond testing whether students can

reproduce what they were taught……to assess students’ capacity to extrapolate from what

they know and creatively apply their knowledge in novel situations

…and responded to questions on… their personal background, their schools

and their engagement with learning and school Parents, principals and system leaders provided data

on… school policies, practices, resources and institutional

factors that help explain performance differences .

* Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011

33P

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011

Average performanceof 15-year-olds in reading – extrapolate and apply

High reading performance

Low reading performance … 17 countries perform below this line

1525354555440.000

460.000

480.000

500.000

520.000

540.000

560.000

Shanghai-China

KoreaFinlandHong Kong-China

Singapore CanadaNew Zealand

JapanAustralia

NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,

IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal

Macao-China ItalyLatvia

Slovenia GreeceSpain

Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,

Austria LithuaniaTurkey

Dubai (UAE) Russian Federation

Chile

Serbia

Northeast

Midwest

WestSouth

Urban schools

Suburban schools

Performance distribution in US

18% do not reach baseline Level 2 (16% when excluding immigrants) (Finland 6%, Canada 9%)

Economic cost: 72 trillion $

10% are top performers (Shanghai 20%)

44P

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011

Average performanceof 15-year-olds in science – extrapolate and apply

Low average performance

Large socio-economic disparities

High average performance



High social equity


High social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities


Low reading performance

55P

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011

Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity


student performance





AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

1525354555

2009

66P

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011

Port

ug

al

Sp

ain

Sw

itze

rlan

d

Belg

ium

Kore

a

Lu

xem

bou

rg

Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

nce

Neth

erl

an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort

ug

al

Sp

ain

Sw

itze

rlan

d

Belg

ium

Kore

a

Lu

xem

bou

rg

Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

nce

Neth

erl

an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Difference with OECD average

High performing systems often prioritize the quality of teachers over the size of classes

Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)

Percentage points

77P

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High social equity


High social equity


student performance






2009

88P

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High social equity


High social equity


student performance






2000

99P

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011







High social equity


High social equity


student performance






2000

Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil

Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy

and GermanyRapid improvers in science:

Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland

1010P

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011

-2 -1 0 1 2350

643

School performance and socio-economic background United States

Stu

dent

perf

orm

ance

AdvantagePISA Index of socio-economic background

Disadvantage

School performance and schools’ socio-economic background

Student performance and students’ socio-economic background within schools

Private school Public school in rural area Public school in urban area

700

1111P

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011

0

10

20

30

40

50

60

70

80

Percentage of resilient students among disadvantaged students%

More than 30% resilient students

among disadvantaged students

Between 15%-30% of resilient students among

disadvantaged students

Less than 15% resilient students among disadvantaged

students

Resilient student: Comes from the bottom quarter of the socially most disadvantaged

students but performs among the top quarter of students internationally (after

accounting for social background)

1212P

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Ass

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Wha

t stu

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s kn

ow a

nd c

an d

oA

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7 D

ece

mb

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20

10

Policies and practices

Learning climate

Discipline

Teacher behaviour

Parental pressure

Teacher-student relationships

Dealing with heterogeneity

Grade repetition

Prevalence of tracking

Expulsions

Ability grouping (all subjects)

Standards /accountability

Nat. examination

Standardised tests

PolicySystem

RSchool

REquity

E

1515P

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What does it all mean?

1616P

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Student learning

PracticesInstruction

InterventionSupport systems

PeopleTeachersPrincipals

Support personnelFamilies

ProcessesSelection

PreparationRecruitment/induction

Work organisationDevelopmentSupervisionRetention

ToolsStandardsCurricula

TechnologyAssessmentsData systems

Design, implementation and alignment of policies

1717P

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011

Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

A commitment to education and the belief that competencies can be learned and therefore all children can achieve

Universal educational standards and personalisation as the approach to heterogeneity in the student body…

…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity

Clear articulation who is responsible for ensuring student success and to whom

1818P

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems

Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)

High level of metacognitive content of instruction

1919P

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

Capacity at the point of delivery Attracting, developing and retaining high

quality teachers and school leaders and a work organisation in which they can use their potential

Instructional leadership and human resource management in schools

Keeping teaching an attractive profession System-wide career development

2020P

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011


education systems


Goals, gateways,



Incentives and

accountability


A learning system

Coherence Incentives, accountability, knowledge

management Aligned incentive structures

For students How gateways affect the strength, direction, clarity and nature

of the incentives operating on students at each stage of their education

Degree to which students have incentives to take tough courses and study hard

Opportunity costs for staying in school and performing well

For teachers Make innovations in pedagogy and/or organisation Improve their own performance

and the performance of their colleagues Pursue professional development opportunities

that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge

and spread innovation – communication within the system and with stakeholders around it

A capable centre with authority and legitimacy to act

2323P

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Local responsibility and system-level prescription

System-level prescription‘Tayloristic’ work organisation

Schools leading reformTeachers as ‘knowledge workers’

The pastThe industrial

model, detailed prescription of

what schools do

Current trendBuilding capacity

Finland todayEvery school an effective school

Trend in OECD countries

2424P

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Systems with more accountability Systems with less

accountability

480

490

500

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

School autonomy, accountability and student performance

Impact of school autonomy on performance in systems with and without accountability arrangements

2626P

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems Investing resources where they can make

most of a difference Alignment of resources with key challenges

(e.g. attracting the most talented teachers to the most challenging classrooms)

Effective spending choices that prioritise high quality teachers over smaller classes

2727P

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

A learning system An outward orientation of the system to

keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system

Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these

2828P

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

Coherence of policies and practices Alignment of policies

across all aspects of the system Coherence of policies

over sustained periods of time Consistency of implementation Fidelity of implementation

(without excessive control)

2929P

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Some students learn at high levels

All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning

Learning to learn, complex ways of

thinking, ways of workingCurriculum, instruction and assessment

Few years more than secondary

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

Lessons from high-performing countries

The old bureaucratic system The modern enabling system

3030P

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Beyond schooling

3131P

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Lit

hu

an

ia

Ge

rma

ny

De

nm

ark

Cro

ati

a

Ho

ng

Ko

ng

-Ch

ina

Ko

rea

Ma

ca

o-C

hin

a

Po

rtu

ga

l

Hu

ng

ary

Ne

w Z

ea

lan

d

Ch

ile

Ita

ly

Pa

na

ma

Qa

tar-10

0

10

20

30

40

50

60

Sco

re p

oin

t d

iffe

ren

ceParental support at the beginning

of primary school Score point difference between students whose parents often

do (weekly or daily) and those who do not:

"talk about what they had done"

3232P

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Performance difference between students who had attended pre-primary school for more than one year and those who did

not

Sco

re p

oin

t d

iffe

ren

ce

Isra

el

Belgiu

m

Mac

ao-C

hina

France

Switzer

land

United K

ingdom

Dubai (U

AE)

Kyrgyz

stan

Argen

tina

Germ

any

New Z

eala

nd

Slova

k Rep

ublic

Brazil

Luxem

bourg

Thaila

nd

Canad

a

Chines

e Tai

pei

Poland

Kazak

hstan

Roman

ia

Japan

Peru

Jord

an

Norway

Azerb

aija

n

Colom

biaChile

Lithuan

ia

Serbia

Nether

lands

Slove

nia

Finla

nd

Latvi

a0

20

40

60

80

100

120

Beyond schooling

Observed performance advantage

Performance advantage after accounting for socio-economic

factors

3333P

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Thank you !

Find out more about PISA at… OECD www.pisa.oecd.org

– All national and international publications– The complete micro-level database

U.S. White House www.data.gov

Email: [email protected]

…and remember:

Without data, you are just another person with an opinion

http://www.pisa.oecd.org/

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