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Equity and Quality in Education: Supporting Disadvantaged Students and Schools

Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Investing in equity in education pays off. Beatriz Pont, OECD Sr. Analyst, Education Directorate. Education International, London, January 29, 2013.

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Equity and Quality in Education: Supporting Disadvantaged Students and Schools

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  1. Equity and Quality in Education: Supporting Disadvantaged Students and Schools

    Investing in equity in educationpays off Beatriz Pont, OECD Sr. Analyst, Education Directorate Education International, London, January 29, 2013
  2. Improving equity and reducing school failure is a policy priority
  3. Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD (2012) An OECD report to: Provide a comparative overview of the high economic and social costs of inequity Present responses for education systems to overcome their equity challenges Contribute to reduce failure and drop out rates.
  4. High education performers combine quality with equity
  5. The challenge: that all students reach a minimum Proportion of 15 year olds that do not reach a minimum level of reading skills, PISA 2009
  6. The challenge: to reduce dropout rates % of individuals who have not completed upper secondary education by age group
  7. The challenge: to reduce the risk of low achievement due to personal circumstances (fairness) Relative risk of scoring below level 2 depending on personal circumstances, PISA 2009 Low risk High risk
  8. The reading gap between immigrant students and natives Reading performance by immigrant status in PISA (2009)
  9. Differences between and within schools
  10. Reducing school failure pays off Damages social cohesion and mobility and is expensive: Higher public health expenditures Higher welfare, increased criminality It limits capacity of economies to grow and innovate Education failure imposes high costs to individuals and to society .. and the current crisis has brought equity to the forefront
  11. The public benefits of investing in upper secondary education outweigh the costs Public cost and benefit for a man obtaining upper secondary or post-secondary non-tertiary education
  12. Policies to achieve more equitable education systems and reduce dropout
  13. Avoid system level policies that hinder equity
  14. Avoid system level policies that hinder equity
  15. Manage school choice Choice Equity
  16. Make funding more responsive to needs
  17. Policies to achieve more equitable education systems and reduce dropout
  18. Support low performing disadvantaged schools
  19. Disadvantaged schools are confronted to multiple challenges
  20. Impact of school’s socio-economic status on student achievement Score point difference associated with a one-unit increase in the school-level PISA index of economic, social and cultural status, PISA 2009
  21. (1) Examples of systemic support to schools
  22. Strengthening school leaders
  23. (3) Disadvantaged schools difficulties in attracting and retaining teachers
  24. Qualityteaching in disadvantagedschools: a key challengeRelationship betweenschoolaveragesocio-economic background and teachers Disadvantaged schools tend to have higher proportions of full-time teachers… …But a fewer proportion of them have an advanced university degree Studentsattending more advantagedschools tend to enjoy a higher proportion of highquality, full-time teachers
  25. (3) Attract, support and retain high quality teachers Japan: Induction centres provide all new teachers with in-service training; in schools, teachers regularly observe other teachers and receive feedback on their own demonstration lessons. North Carolina (US): a retention bonus ($1 800 US) in high-poverty and low-performing schools reduced teacher turnover by 17%. New Zealand: All teachers receive 20% released time during their first two years teaching to participate in the Advice and Guidance programme, in which an experienced teacher leads a peer support group of new teachers, and novices regularly observe other teachers. Korea: Multiple incentives are offered to work in high need schools, including additional salary, smaller class size, less instructional time, promotion to administrative positions, and choosing the next school. Shanghai (China): All new teachers participate in workshops, mentoring, peer observation; analyse lessons in groups with experienced teachers, join teaching research groups to discuss teaching techniques, and can be recognised for excellence.
  26. (4) More effective classroom strategies for disadvantaged students
  27. (5) Parental and community engagement
  28. Participating countries and outputs Outputs Comparative report: Equity and quality in education: supporting disadvantaged students and schools National background reports Working papers Country Spotlight Reports Website: www.oecd.org/edu/equity Participating countries Austria Canada (Québec, Ontario, Yukon, Manitoba) Czech Republic France Greece Ireland the Netherlands Spain Sweden
  29. For more information For further information at OECD Education: Beatriz Pont, beatriz.pont@oecd.org
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