How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences

PloS One
Christoph Spörlein, Elmar Schlueter

Abstract

Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system's characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students' scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority s...Continue Reading

References

Aug 12, 2005·European Journal of Public Health·J BaumertK H Ladwig
Oct 3, 2012·The British Journal of Educational Psychology·Jan RetelsdorfJens Möller
Jun 2, 2016·The Onderstepoort Journal of Veterinary Research·Evelyn MadorobaAwoke K Gelaw

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Methods Mentioned

BETA
PISA

Software Mentioned

PISA
R
lme4
package

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