Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?
https://doi.org/10.17583/rise.2020.4807
Downloads
Abstract
Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second generation; and girls show lower math performance than boys. A higher degree of differentiation makes socioeconomic gaps larger in both math and science achievement, whereas higher governmental spending reduces socioeconomic achievement gaps.
Downloads
References
Alba, R., Sloan, J., and Sperling, J. 2011. “The integration imperative: The children of low-status immigrants in the schools of wealthy societies.” Annual Review of Sociology, 37: 395-415.
Google Scholar CrossrefAlexander, K. L., Cook, M., & McDill, E. L. 1978. “Curriculum tracking and educational stratification: Some further evidence.” American Sociological Review, 43(1): 47-66.
Google Scholar CrossrefAyalon, H., & Livneh, I. 2013. Educational standardization and gender differences in mathematics achievement: A comparative study. Social Science Research, 42(2): 432-445.
Google Scholar CrossrefBaker, D. P., and Perkins Jones, D. 1993. “Creating gender equality: Cross-national gender stratification and mathematical performance.” Sociology of Education, 66(2): 91-103.
Google Scholar CrossrefBarban, N., and White, M. J. 2011. “Immigrants’ children’s transition to secondary school in Italy.” International Migration Review, 45(3): 702-726.
Google Scholar CrossrefBishop, J. H. 1997. “The effect of national standards and curriculum-based examinations on achievement.” American Economic Review 87(2): 260-264.
Google Scholar CrossrefBodovski, K., Byun, S., Chykina, V., & Chung, H. J. 2017. “Searching for the golden model of education: cross-national analysis of math achievement.” Compare: A Journal of Comparative and International Education, 47(5): 722-741.
Google Scholar CrossrefBodovski, K., Kotok, S., and Henck, A. 2014. “Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe.” Compare: A Journal of Comparative and International Education, 44(5): 732-755.
Google Scholar CrossrefBol, T., and Van de Werfhorst, H. G. 2013. “Educational systems and the trade-off between labor market allocation and equality of educational opportunity.” Comparative Education Review, 57(2): 285-308.
Google Scholar CrossrefBol, T., Witschge, J., Van de Werfhorst, H. G., & Dronkers, J. 2014. Curricular tracking and central examinations: Counterbalancing the impact of social background on student achievement in 36 countries. Social Forces, 92(4): 1545-1572.
Google Scholar CrossrefBowles, S., and Gintis H. 1976. Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. New York, NY: Basic Books.
Google Scholar CrossrefBrown, A. 2015. U.S. immigrant population projected to rise, even as share falls among Hispanics, Asians. A Pew Research Center fact tank. Retrieved from https://pewrsr.ch/1BILxuL
Google Scholar CrossrefBuchmann, C., DiPrete, T. A., and McDaniel, A. 2008. “Gender inequalities in education.” Annual Review of Sociology, 34: 319-337.
Google Scholar CrossrefBuchmann, C., and Park, H. 2009. “Stratification and the formation of expectations in highly differentiated educational systems.” Research in Social Stratification and Mobility, 27(4): 245-267.
Google Scholar CrossrefCaro, D. H., Lenkeit, J., Lehmann, R., and Schwippert, K. 2009. “The role of academic achievement growth in school track recommendations.” Studies in Educational Evaluation, 35(4): 183-192.
Google Scholar CrossrefCharles, M. 2011. “A world of difference: International trends in women's economic status.” Annual Review of Sociology, 37: 355-371.
Google Scholar CrossrefCharles, M., and Bradley, K. 2009. “Indulging our gendered selves? Sex segregation by field of study in 44 countries.” American Journal of Sociology, 114(4): 924-976.
Google Scholar CrossrefCheema, J. R., and Galluzzo, G. 2013. “Analyzing the gender gap in math achievement: Evidence from a large-scale US sample.” Research in Education, 90(1): 98-112.
Google Scholar CrossrefChykina, V. 2019. Educational expectations of immigrant students: Does tracking matter? Sociological Perspectives, 62(3): 366-382.
Google Scholar CrossrefCole, N. S. 1997. The ETS gender study: How females and males perform in educational settings. Retrieved from http://files.eric.ed.gov/fulltext/ED424337.pdf
Google Scholar CrossrefCombet, B. 2015. How the education system moderates parents’ influence on their child’s track choice in Switzerland. Paper presented at the Spring Meeting of the Research Committee on Social Stratification and Mobility (RC28), Tilburg, Netherlands, May.
Google Scholar CrossrefCrosnoe, R. and R.N. Lopez Turley 2011. “K-12 educational outcomes of immigrant youth.” The Future of Children, 21(1): 129-152.
Google Scholar CrossrefDauber, S. L., Alexander, K. L., & Entwisle, D. R. 1996. “Tracking and transitions through the middle grades: Channeling educational trajectories.” Sociology of Education, 69(4): 290–307.
Google Scholar CrossrefEllison, G., and Swanson, A. 2010. “The gender gap in secondary school mathematics at high achievement levels: Evidence from the American Mathematics Competitions.” The Journal of Economic Perspectives, 24(2): 109-128.
Google Scholar CrossrefGamoran, A. 1987. “The stratification of high school learning opportunities.” Sociology of Education, 60: 135-155.
Google Scholar CrossrefGamoran, A. 1996. “Student achievement in public magnet, public comprehensive, and private city high schools.” Educational Evaluation and Policy Analysis, 18(1): 1-18.
Google Scholar CrossrefGamoran, A., and Mare, R. D. 1989. “Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality?” American Journal of Sociology, 94: 1146-1183.
Google Scholar CrossrefGerber, T. P., and M. Hout. 1995. “Educational Stratification in Russia during the Soviet Period.” American Journal of Sociology, 101(3): 611–660.
Google Scholar CrossrefGibson, M. A., & Carrasco, S. (2009). The education of immigrant youth: Some lessons from the US and Spain. Theory into Practice, 48(4): 249-257.
Google Scholar CrossrefGoldenberg, C., Gallimore, R., Reese, L., and Garnier, H. 2001. “Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations, and their children's school performance.” American Educational Research Journal, 38(3): 547-582.
Google Scholar CrossrefGriga, D., and A. Hadjar. 2014. “Migrant background and higher education participation in Europe: The effect of the educational systems.” European Sociological Review, 30(3), 275-286.
Google Scholar CrossrefGuiso, L., Monte, F., Sapienza, P., and Zingales, L. 2008. “Culture, gender, and math.” Science, 320(5880): 1164-1165.
Google Scholar CrossrefFarkas, G. 2003. “Cognitive Skills and Noncognitive Traits and Behaviors in Stratification Processes.” Annual Review of Sociology 29: 541-562.
Google Scholar CrossrefHanushek, E. A. 2003. “The failure of input‐based schooling policies.” The Economic Journal, 113(485): F64-F98.
Google Scholar CrossrefHyde, J. S., and Mertz, J. E. 2009. “Gender, culture, and mathematics performance.” Proceedings of the National Academy of Sciences, 106(22) 8801-8807.
Google Scholar CrossrefJoncas, M. 2008. TIMSS 2007 sample design. In J. F. Olson, M. O. Martin and I. V. S. Mullis (Eds.), TIMSS 2007 Technical Report (pp. 77-92). Chestnut Hill, MA: International Study Center, Boston College.
Google Scholar CrossrefKao, G., and Tienda, M. 1995. “Optimism and achievement: The educational performance of immigrant youth.” Social Science Quarterly, 76(1): 1-19.
Google Scholar CrossrefKasinitz, P., Mollenkopf, J. H., Waters, M. C., and Holdaway, J. 2008. Inheriting the city: The children of immigrants come of age. New York, NY: Russell Sage.
Google Scholar CrossrefKerckhoff, A. C. 1986. “Effects of ability grouping in British secondary schools.” American Sociological Review, 51: 842-858.
Google Scholar CrossrefKerckhoff, A. C. 1995. “Institutional arrangements and stratification processes in industrial societies.” Annual Review of Sociology, 21: 323-347.
Google Scholar CrossrefLareau, A. 2011. Unequal Childhoods: Class, Race, and Family Life. 2nd ed. Berkeley: University of California Press.
Google Scholar CrossrefLauglo, J., and Liu, F. (2019). “The reverse gender gap in adolescents’ expectation of
Google Scholar Crossrefhigher education: Analysis of 50 education systems.” Comparative Education Review, 63(1): 28-57. https://doi.org/10.1086/701231
Google Scholar CrossrefLee, J., and Zhou, M. 2015. The Asian American achievement paradox. New York, NY: Russell Sage.
Google Scholar CrossrefLevels, M., Dronkers J., Kraaykamp G. (2008). “Immigrant children’s educational achievement in western countries: Origin, destination, and community effects on mathematical
Google Scholar Crossrefperformance.” American Sociological Review, 73(5): 835-853.
Google Scholar CrossrefMann, H. 1848. Twelfth annual report of the board of education, together with the twelfth annual report of the secretary of the board. Retrieved from http://archives.lib.state.ma.us/handle/2452/204731
Google Scholar CrossrefMarks, G. N. 2005. “Cross-national Differences and Accounting for Social Class Inequalities in Education.” International Sociology, 20(4): 483-505.
Google Scholar CrossrefMarks, G. N. 2006. “Are between- and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries”. Educational Research, 48(1): 21-40.
Google Scholar CrossrefMarlow, M. L. 2000. “Spending, School Structure, and Public Education Quality: Evidence from California.” Economics of Education Review 19: 89-106.
Google Scholar CrossrefMeier, V., and Schutz, G. 2007. The economics of tracking and non-tracking (Ifo working paper #50). Retrieved from https://ideas.repec.org/p/ces/ifowps/_50.html
Google Scholar CrossrefMadood, T. 2004. “Capitals, ethnic identity and educational qualifications.” Cultural Trends, 13(2): 87-105.
Google Scholar CrossrefNathan, J. 1998. Charter schools: Creating hope and opportunity for American education. San Francisco, CA: Jossey-Bass Inc.
Google Scholar CrossrefOakes, J. 1985. Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
Google Scholar CrossrefOECD-UNDESA 2013. World migration in figures. Retrieved from http://bit.ly/NmEzXi.
Google Scholar CrossrefPark, H. 2005. “Cross-national variation in the effects of family background and schools on student’s achievement: The relevance of institutional and policy contexts.” Unpublished doctoral dissertation, University of Wisconsin-Madison, US.
Google Scholar CrossrefPark H. 2008. “The Varied Educational Effects of Parent-Child Communication: A Comparative Study of Fourteen Countries.” Comparative Education Review, 52(2):219-243
Google Scholar CrossrefPfeffer, F. T. 2008. “Persistent inequality in educational attainment and its institutional context.” European Sociological Review, 24(5): 543-565.
Google Scholar CrossrefPortes, A., and Rumbaut, R. 2001. Legacies: The story of the immigrant second generation. Berkeley, CA: University of California Press.
Google Scholar CrossrefRaudenbush, S. and Bryk, A. 2002. Hierarchical linear models: Applications and data analysis methods (Advanced quantitative techniques in the social sciences series). London: SAGE.
Google Scholar CrossrefRiegle-Crumb, C., King, B., Grodsky, E., and Muller, C. 2012. “The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time.” American Educational Research Journal, 49(6): 1048-1073.
Google Scholar CrossrefRuhose, J., & Schwerdt, G. 2016. Does early educational tracking increase migrant-native
Google Scholar Crossrefachievement gaps? Differences-in-differences evidence across countries. Economics of
Google Scholar CrossrefEducation Review, 52: 134-154.
Google Scholar CrossrefRosenbaum, E., and Rochford, J. A. 2008. “Generational patterns in academic performance: The variable effects of attitudes and social capital.” Social Science Research, 37(1): 350-372.
Google Scholar CrossrefRoyston, P. 2004. “Multiple imputation of missing values.” Stata Journal, 4(3): 227-241.
Google Scholar CrossrefSchlicht, R., Stadelmann-Steffen, I., and Freitag, M. 2010. “Educational inequality in the EU: The effectiveness of the national education policy.” European Union Politics, 11(1): 29-59.
Google Scholar CrossrefSchnepf, S. V. 2008. “Inequality of learning amongst immigrant children in industrialized Countries”. Discussion Paper No. 3337. Bonn: IZA.
Google Scholar CrossrefSchnepf, S. V. 2010. “Gender differences in subjective well-being in Central and Eastern Europe.” Journal of European Social Policy, 20(1): 74-85.
Google Scholar CrossrefSchutz, G., West, M., and Wößmann, L. 2007. School accountability, autonomy, choice, and the equity of student achievement: International evidence from PISA 2003 (Education working paper #14). Retrieved from http://www.oecd.org/edu/39839422.pdf.
Google Scholar CrossrefTelles, E. M., and Ortiz, V. 2008. Generations of exclusion: Mexican-Americans, assimilation, and race. New York, NY: Russell Sage Foundation.
Google Scholar CrossrefTitma, M., N. B. Tuma, and K. Roosma. 2003. “Education as a Factor in Intergenerational
Google Scholar CrossrefMobility in Soviet Society.” European Sociological Review 19 (3): 281–297.
Google Scholar CrossrefTsui, M. 2007. “Gender and mathematics achievement in China and the United States.” Gender Issues, 24(3): 1-11.
Google Scholar CrossrefUNESCO 2016. Education 2030. Incheon declaration and framework for action for the implementation of Sustainable Goal 4. Retrieved from https://bit.ly/2d2DwOq
Google Scholar CrossrefVan Heck, M., Buchmann, C., and Kraaykamp, G. 2019. “Educational systems and gender differences in reading: A comparative multilevel analysis”, European Sociological Review, 35(2): 169-186.
Google Scholar CrossrefWalberg H. J, Paik S. J, Komukai A., Freeman K. 2000. “Decentralization: An International Perspective.” Educational Horizons, 1:155-166.
Google Scholar CrossrefWang, J., and Goldschmidt, P. 1999. “Opportunity to learn, language proficiency, and immigrant status effects on mathematics achievement.” The Journal of Educational Research, 93(2): 101-111
Google Scholar CrossrefWest, M., and Wößmann, L. 2008. “‘Every Catholic child in a Catholic school’: Historical resistance to state schooling, contemporary private competition and student achievement across countries.” The Economic Journal, 120(August): F229-F255.
Google Scholar CrossrefWillms, J. D., and Smith, T. 2005. A manual for conducting analyses with data from TIMSS and PISA. Montreal, Canada: UNESCO Institute for Statistics.
Google Scholar CrossrefWiseman, A. W., Baker, D. P., Riegle-Crumb, C., and Ramirez, F. O. 2009. Shifting gender effects: opportunity structures, institutionalized mass schooling, and cross-national achievement in mathematics. In D. Baker and A. Wiseman (Eds.), Gender, equality and education from international and comparative perspectives (pp. 395-422). Bingley, UK: Emerald Group Publishing Limited.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.