policy lessons from top-performers - education.govt.nz · policy lessons from top-performers...
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Excellence and equity Policy lessons from top-performers
Wellington, July 2013
Andreas Schleicher Special advisor to the Secretary-General on Education Policy
Deputy Director for Education
Programme for International Student Assessment
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Across the world more people obtain better qualifications but the pace of change varies hugely across countries
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A world of change – higher education
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1995
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erti
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leve
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SD)
Tertiary-type A graduation rate (%)
Cos
t pe
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udent
Graduate supply
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A world of change – higher education
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1995
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leve
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Tertiary-type A graduation rate (%)
Cos
t pe
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udent
Graduate supply
United States
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A world of change – higher education
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2000
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Tertiary-type A graduation rate
United Kingdom
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A world of change – higher education
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Tertiary-type A graduation rate
Australia
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A world of change – higher education
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Tertiary-type A graduation rate
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Tertiary-type A graduation rate
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A world of change – higher education
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Tertiary-type A graduation rate
New Zealand
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A world of change – higher education
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Tertiary-type A graduation rate
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Tertiary-type A graduation rate
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Tertiary-type A graduation rate
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Tertiary-type A graduation rate
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Tertiary-type A graduation rate
Iceland
Poland
UK
Australia
New Zealand
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A world of change – higher education
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2010
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Tertiary-type A graduation rate
US
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Benchmarking quality and equity
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quity 1998 PISA countries in 2000 2001 2003 2006 2009
77% 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
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What 15-year-olds can do
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Average performance of 15-year-olds in reading – extrapolate and apply
High reading performance
Low reading performance
… 17 countries perform below this line
Shanghai-China
Korea Finland Hong Kong-China
Singapore Canada
New Zealand Japan
Australia
Netherlands Belgium Norway , Estonia Switzerland Poland, Iceland United States Liechtenstein Sweden Germany,
Ireland France, Chinese Taipei Denmark United Kingdom Hungary, Portugal
Macao-China Italy Latvia
Slovenia Greece Spain
Czech Republic Slovak Republic, Croatia Israel Luxembourg,
Austria Lithuania Turkey
Dubai (UAE) Russian Federation
Chile
Serbia 440.000
460.000
480.000
500.000
520.000
540.000
25 35 45 55
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Average performance of 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
Australia Belgium
Canada
Chile
Czech Rep Denmark Finland
Germany Greece
Hungary
Iceland Ireland Israel
Italy
Japan Korea
Luxembourg Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain
Sweden Switzerland
UK
US
2009
1525354555
2009
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
Australia Belgium
Canada
Chile
Czech Rep Denmark Finland
Germany Greece
Hungary
Iceland Ireland Israel
Italy
Japan Korea
Luxembourg Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain
Sweden Switzerland
UK
US
2009
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-10
-5
0
5
10
15
Port
ugal
Spa
in
Sw
itze
rlan
d
Belg
ium
Kor
ea
Lux
em
bou
rg
Germ
any
Gre
ece
Jap
an
Aus
tral
ia
Uni
ted K
ingd
om
New
Zeal
and
Fra
nce
Neth
erl
ands
Den
mar
k
Ital
y
Aus
tria
Cze
ch R
epu
blic
Hun
gary
Nor
way
Icela
nd
Irela
nd
Mexic
o
Fin
land
Sw
eden
Uni
ted S
tate
s
Pola
nd
Slo
vak
Repu
blic
Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
-10
-5
0
5
10
15
Port
ugal
Spa
in
Sw
itze
rlan
d
Belg
ium
Kor
ea
Lux
em
bou
rg
Germ
any
Gre
ece
Jap
an
Aus
tral
ia
Uni
ted K
ingd
om
New
Zeal
and
Fra
nce
Neth
erl
ands
Den
mar
k
Ital
y
Aus
tria
Cze
ch R
epu
blic
Hun
gary
Nor
way
Icela
nd
Irela
nd
Mexic
o
Fin
land
Sw
eden
Uni
ted S
tate
s
Pola
nd
Slo
vak
Repu
blic
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 costs per student as a percentage of GDP per capita (2004)
Percentage points
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
Australia Belgium
Canada
Chile
Czech Rep Denmark Finland
Germany Greece
Hungary
Iceland Ireland Israel
Italy
Japan Korea
Luxembourg Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain
Sweden Switzerland
UK
US
2009
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
Australia Belgium
Canada
Chile
Czech Rep Denmark Finland
Germany Greece
Hungary
Iceland Ireland Israel
Italy
Japan Korea
Luxembourg Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain
Sweden Switzerland
UK
US
2000
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of learning
opportunities
High reading performance
Low reading performance
Australia Belgium
Canada
Chile
Czech Rep Denmark Finland
Germany Greece
Hungary
Iceland Ireland Israel
Italy
Japan Korea
Luxembourg Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain
Sweden Switzerland
UK
US
2000
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200
493
-2 -1 0 1 2
Score
School performance and socio-economic background New Zealand
Stu
dent
perf
orm
ance
Advantage PISA Index of socio-economic background Disadvantage
School performance and students’ socio-economic background within schools
Student performance and schools’ socio-economic background
Private school
Public school in rural area
Public school in urban area 700
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Changes in performance by type of task Increase percentage correct
0.8
1.7 1.7
6.5
0
1
2
3
4
5
6
7
8
9
10
Multiple-choice - reproducing
knowledge
Open-ended - constructing
knowledge
OECD Japan
OECD OECD Japan
Japan
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Achieving excellence with equity
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
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Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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
Clear articulation who is responsible for ensuring student success and to whom
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Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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
Innovative learning environments
55 55 N
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Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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
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Teacher in-service development
No matter how good the pre-service education for teachers is … it cannot prepare teachers for rapidly changing challenges throughout their
careers
High-performing systems rely on ongoing professional to… … update individuals’ knowledge of a subject in light of recent advances
… update skills and approaches in light of new teaching techniques, new circumstances, and new research
… enable teachers to apply changes made to curricula or teaching practice
… enable schools to develop and apply new strategies concerning the curriculum and teaching practice
… exchange information and expertise among teachers and others
… help weaker teachers become more effective .
Effective professional development is on-going… … includes training, practice and feedback, and adequate time and follow-up
support
57 57 P
ISA
O
EC
D P
rogra
mm
e for
Inte
rnational S
tudent A
ssessm
ent
Str
on
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ers
An
dre
as S
ch
leic
he
r 1
3 O
cto
be
r 2
011
0
10
20
30
40
50
60
70
80
90
100
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Individual and
collaborative research
Qualification programmes
Informal dialogue to
improve teaching
Reading professional
literature
Courses and workshops
Professional development
network
Mentoring and peer
observation
Observation visits to other
schools
Education conferences
and seminars
TALIS Average %
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
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ISA
O
EC
D P
rogra
mm
e for
Inte
rnational S
tudent A
ssessm
ent
Str
on
g p
erf
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ers
an
d s
ucce
ssfu
l re
form
ers
An
dre
as S
ch
leic
he
r 1
3 O
cto
be
r 2
011
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
SIN plc
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Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
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
60 60 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Schools with less autonomy
Schools with more autonomy
480
490
500
Systems with more
accountability Systems with less
accountability
495
School autonomy in resource 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
61 61 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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
62 62 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
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)
63 63 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional systems
Capacity at point of delivery
Incentive structures and accountability
Resources where they yield most
Coherence
64 64 A
NZ
OG
2013
Str
on
g p
erf
orm
ers
an
d s
ucce
ssfu
l re
form
ers
An
dre
as S
ch
leic
he
r
Why equity has become so central to economic and social well-being
65 65 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
1.0
1.5
2.0
2.5
3.0
3.5
0 1 2 3 4
In lowest two
quintiles of personal
income
Unemployed
Received social
assistance in last
year
Did not receive
investment income in
last year Number of skills domains with low performance
Increased likelihood of failure (16-65 year olds)
Low skills and economic outcomes
Odds are adjusted for age, gender and immigration status.
66 66 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Low skills and social outcomes
Odds are adjusted for age, gender, pand immigration status.
1.0
1.2
1.4
1.6
1.8
2.0
2.2
2.4
2.6
Level 5 Level 4 Level 3 Level 2 Level 1
Has fair to poor health
Does not volunteer for charity or non-profit organizations Poor understanding of political issues facing country Poor level of general trust
Higher propensity of believing people try to take of advantage of others Lower propensity to reciprocate
Poor political efficacy
Odds ratios
67 67 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
Average school systems High performers in PISA
Some students learn at high levels
All students learn at high levels
Uniformity Embracing diversity
Curriculum-centred Learner-centred
Learning a place Learning an activity
Low status of the teaching profession
Countries attract and develop high quality teachers
Prescription Informed profession
Delivered wisdom User-generated wisdom
68 68 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
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 working
Curriculum, 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
Education reform trajectories
The old bureaucratic system The modern enabling system
69 69 N
ew
Ze
ala
nd
, Ju
ly 2
01
3
An
dre
as S
ch
leic
he
r E
xcelle
nce a
nd E
quity
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