Thematische Bibliographien / High school system

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „High school system“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "High school system"

1

Ranario, Marvin O., und Lyoid C. Hunahunan. „Mechanisms for Effectiveness: A Look Into the Child Friendly School System in Junior High School“. International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (31.12.2018): 1298–308. http://dx.doi.org/10.31142/ijtsrd20227.

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Castiglione, Claudia, Alberto Rampullo und Orazio Licciardello. „High School Students’ Value System“. Procedia - Social and Behavioral Sciences 141 (August 2014): 1330–34. http://dx.doi.org/10.1016/j.sbspro.2014.05.229.

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Ji-Hun, Yoon. „High School Chinese Character Curriculum Revision Direction in High School Credit System“. Han-Character and Classical written language Education 2019, Nr. 47 (30.11.2019): 25–40. http://dx.doi.org/10.15670/hace.2019.47.2.25.

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Thompson, Scott. „Creating a High-Performance School System“. Phi Delta Kappan 84, Nr. 7 (März 2003): 488–95. http://dx.doi.org/10.1177/003172170308400704.

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Lombard, W. „Building a robust athlete in the South African high school system“. South African Journal of Sports Medicine 30, Nr. 1 (06.07.2018): 1–3. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Lombard, W. „Building a robust athlete in the South African high school system“. South African Journal of Sports Medicine 30, Nr. 1 (06.07.2018): 1–3. http://dx.doi.org/10.17159/2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Shiwaku, Koichi. „School based Disaster Education System in Maiko High School, Japan“. Asian Journal of Environment and Disaster Management (AJEDM) - Focusing on Pro-Active Risk Reduction in Asia 03, Nr. 02 (2011): 243. http://dx.doi.org/10.3850/s1793924011000782.

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8

Friedkin, Noah E., und Juan Necochea. „School System Size and Performance: A Contingency Perspective“. Educational Evaluation and Policy Analysis 10, Nr. 3 (September 1988): 237–49. http://dx.doi.org/10.3102/01623737010003237.

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This paper contains empirical support for a new theory on the relationship between the size and performance of school systems. The theory predicts that the strength and direction of the relationship depend on the socioeconomic status (SES) of school systems. This prediction is supported with data from the California Assessment Program on both schools and districts. We find that as the SES of a school system goes up, the association between the size and performance of school systems goes from negative to positive. We also find that the negative association among low SES school systems is much stronger in magnitude than the positive association among high SES school systems. Thus, it appears that school system size has strong negative effects on performance that are eliminated, but not strongly reversed, in high SES settings.
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VanLone, Janet, Jennifer Freeman, Tamika LaSalle, Lola Gordon, Tiffany Polk und Jesslynn Rocha Neves. „A Practical Guide to Improving School Climate in High Schools“. Intervention in School and Clinic 55, Nr. 1 (18.03.2019): 39–45. http://dx.doi.org/10.1177/1053451219832988.

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Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.
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Krisna, I. Wayan Adi, I. Nyoman Piarsa und Putu Wira Buana. „Android-Based High School Management Information System“. International Journal of Computer Applications Technology and Research 8, Nr. 11 (28.10.2019): 415–19. http://dx.doi.org/10.7753/ijcatr0811.1002.

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Dissertationen zum Thema "High school system"

1

Fan, Chi-man Cliff. „The impact of school culture on the appraisal system the case study of an aided secondary school /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.

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Fletcher, Courtney Lee. „The role of high school department chairpersons in a large urban school system“. Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134647/.

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Sin, Wai-ling. „Teachers' perceptions of an appraisal system in a Hong Kong secondary school in relation to professional development“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35716605.

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Orris, Aria Burnette. „The role of high school department chairs in a large suburban school system“. Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/76327.

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While the literature indicates that virtually all high schools have department chairs, little research has been done that examines the role of the department chair or how they spend their time. The publication of A Nation At Risk and the reports that followed have placed greater emphasis on instructional leadership leading many to suggest that department chairs are being under utilized within their school. The purpose of this study was to describe how high school department chairs spend their time; what principals, teachers, and department chairs believe should be the role of the department chair; and to examine the discrepancies between reported time spent and reported role the department chair should have in the areas of supervision, curriculum, personnel, management, communications, and staff development. A descriptive survey method was used in the study. The sample consisted of 22 high school principals, 88 department chairs, and 264 teachers in a large suburban school system. From a list of items identified through a search of the literature as tasks performed by department chairs, the respondents were asked to indicate the amount of time spent on each task and the importance of each task to the role the department chair should have. Descriptive statistics including frequencies, percentages and means were used to report results. It was found that all groups were in general agreement as to how department chairs spend their time, but disagreed on the amount of time spent. Principals and department chairs perceived department chairs spent more time on most tasks than did teachers. The greatest amount of time spent by department chairs was on tasks related to management and communication. All groups agreed that the role of the department chair should be expanded to increase responsibilities in management, communications, personnel, and curriculum. However, an expansion of the role in staff development was seen as more important by principals and department chairs than by teachers. Principals indicated greater support for a role expansion in supervision than did department chairs or teachers.
Ed. D.
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Liu, Pak-lin. „An evaluative study of the performance appraisal system in government secondary schools“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

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Bowmaker, Luke. „A customisable management information system for Woodkirk High School /“. Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Bowmaker.pdf.

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Tse, Chun-yin Shirley. „Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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Crisafi, Denise. „THE RESPONSE OF ADMINISTRATORS AND INSTRUCTORS IN THE ORANGE COUNTY, FLORIDA PUBLIC HIGH SCHOOL SYSTEM TO DATING VIOLENCE PREVEN“. Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3851.

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Adolescent dating violence occurs in high schools at an alarming rate. To educate adolescents about dating violence, some public high schools have incorporated prevention programs into their curriculum. These programs, which are predicated upon empiricism and behavioral theories, tend to produce limited results. In order to improve prevention programs, it has been suggested that schools should play a larger role in their development and implementation. However, dating violence studies have yet to examine how much school personnel know about adolescent dating violence and prevention strategies. The current study surveyed administrators and instructors at six public high schools in Orange County, Florida about their perceptions of dating violence and attitudes toward dating violence prevention programs. The results indicate that administrators and instructors are fairly knowledgeable about adolescent dating violence, approve of school-based dating violence prevention programs, and are willing to participate in prevention efforts. The results also indicate that administrators and instructors sociodemographics have the potential to affect how they feel about dating violence and prevention strategies. Implications of these findings for prevention program development and implementation as well as future research are discussed.
M.A.
Department of Sociology
Sciences
Applied Sociology MA
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Dilek, Murat. „Energy And Exergy Analyses Of A High School Heating System“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608321/index.pdf.

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This thesis presents energy, exergy and economic analyses of the heating system of an existing building, the Konya Central Informatics Technical High School. The heat requirement for each room of the building is found by calculating heat losses. Radiator lengths that can provide the heat requirements are selected. For the exergy analysis, the system is divided into three parts: Heat generator, radiators and rooms. Comparisons are made according to minimum outdoor temperature, insulation quality of the structural elements, fuel type, heating water temperature and heat generator type (boiler, heat pump, cogeneration unit with heat pump) to see their effects on energy usage, exergy consumption, capital costs and annual operating cost of the system. Results show that the largest heat loss is due to infiltration but it should not be reduced because of the fresh air requirement. Minimum energy usage, exergy consumptions and annual operating cost is achieved by using the cogeneration unit with the heat pump. However, due to high capital cost it has a long payback period (45.3 years). The shortest payback period (3.2 years) is calculated for upgrading the windows to 4 mm double glass panes and 12 mm stagnant air gap.
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Gleason, Benjamin H., Matthew L. Sams, John T. Salley, A. Andrew Pustina und Michael H. Stone. „Global Positioning System Analysis of a High School Football Scrimmage“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4645.

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The purpose of this study was to examine the physical demands of a high school American football scrimmage. Male high school football players (N = 25) participated in a spring scrimmage. Global positioning system data and game film were recorded throughout the entirety of the scrimmage to determine the total distance covered, the distance covered in different velocity bands, the number of accelerations and decelerations performed, and the work-to-rest ratio of the scrimmage. The athletes were divided into 2 groups: linemen (L) (N = 7) vs. nonlinemen (NL) (N = 8) for statistical analysis, and independent T-tests with Holm's sequential Bonferroni adjustment were used to determine differences in movement characteristics between the L and NL groups. Average play duration was 5.7 ± 2.1 seconds, whereas the rest interval was 33.4 ± 13.6 seconds between plays, for an overall exercise-to-rest ratio of 1:5.9. Total distance, standing and walking distance, running distance, striding distance, sprinting distance, and total high-speed running distance covered by NL was greater than L (statistically significant at p ≤ 0.05). Distances traveled in each velocity band by position and by play are also included to provide context of our findings. Data from the present study add to the pool of support for the use of position-specific training in preparing high school football players for competition.
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Bücher zum Thema "High school system"

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Morris High School and the creation of the New York City public high school system. Bronx, N.Y: Bronx County Historical Society, 1995.

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Adeyinka, Augustus Adeleke. Examinations examined: The Nigerian secondary school system. [Ilorin]: University of Ilorin, 1993.

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Auspos, Patricia. Launching JOBSTART: A demonstration for dropouts in the JTPA system. New York, N.Y. (3 Park Ave., New York 10016): Manpower Demonstration Research Corporation, 1987.

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Hopkins, Barbara Jo Glass. Building the school-to-work system. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1999.

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Hopkins, Barbara Jo Glass. Building the school-to-work system. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1999.

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Anisef, Paul. The young adult learner: Fifteen- to eighteen-year-old students in the Ontario English-language school system. Toronto, Ont: Ontario Ministry of Education and Training, 1993.

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Dilling, H. J. Impact of OSIS on the Scarborough school system: Report number 5. Scarborough, Ont: Research Centre, Scarborough Board of Education, 1990.

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Cheng, Ernest W. Impact of OSIS on the Scarborough school system: Report number 4. [Scarborough, ON]: Research Centre, Board of Education for the City of Scarborough, 1989.

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Forsey, Martin. Challenging the system?: A dramatic tale of neoliberal reform in an Australian high school. Charlotte, NC: IAP-Information Age Pub., 2007.

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Native Americans in the school system: Family, community, and academic achievement. Lanham, MD: AltaMira Press, 2004.

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Buchteile zum Thema "High school system"

1

Silverman, Stephan M., Lauren Kenworthy und Rich Weinfeld. „Working With the School System“. In School Success for Kids with High-Functioning Autism, 147–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237860-7.

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Xue, Eryong, und Jian Li. „Promoting the Diversified Development of High School in China“. In Creating a High-Quality Education Policy System, 107–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_8.

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Xue, Eryong, und Jian Li. „Shaping the “School-Family-Society” Cooperative Education System in China“. In Creating a High-Quality Education Policy System, 11–26. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_2.

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Vu, Thanh Nguyen, Thi Dieu Anh Nguyen und Tuan Dinh Le. „Develop High School Students Recommendation System Based on Ontology“. In Future Data and Security Engineering. Big Data, Security and Privacy, Smart City and Industry 4.0 Applications, 461–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4370-2_34.

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Lu, Xiaoqing, Wenyi Zhang, Shuming Guan und Ruyu Tian. „Research of Teacher Salary Incentive System in High School“. In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 1399–405. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_179.

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Chaiwuttisak, Pornpimol. „Machine Learning Based Decision Support System for High-School Study“. In Lecture Notes in Networks and Systems, 419–32. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4355-9_32.

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Muijs, Daniel. „Responsibility in a High-Accountability System: Leading Schools in England“. In School Leadership in the Context of Standards-Based Reform, 21–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4095-2_2.

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Nishino, Yosuke, und Eiichi Hayakawa. „Evaluation of Robot Based Embedded System Study Environment in Technical High School“. In Communications in Computer and Information Science, 514–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22095-1_103.

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Tang, Yue-ming, Rui Guo und Hua-nan Zhang. „Design of the High School Collaborative Learning System Based on Network Environment“. In Frontiers in Computer Education, 267–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_40.

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Chen, Hsi-Mei, und Ya-Tin Hsu. „e-Adviser: A Web-Based Academic Support System for High School Students“. In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 399–401. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_70.

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Konferenzberichte zum Thema "High school system"

1

Tiara, Inoki Ulma. „Uniforms in Education System the Primary School, Junior High School, and Senior High School in Indonesia“. In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007302702800283.

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Voitsekhovskaya, Olga K., und C. V. Kusnetsov. „Relational database management system for high resolution spectroscopy“. In High Resolution Molecular Spectroscopy: 11th Symposium and School, herausgegeben von Alexander I. Nadezhdinskii, Yu V. Ponomarev und Leonid N. Sinitsa. SPIE, 1994. http://dx.doi.org/10.1117/12.166255.

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Tikhonov-Bugrov, Dmitry Evgenievich. „The role and effectiveness of geometric training in "school - high school" system“. In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112511.

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Malisi, M. Ali Sibram. „System of Educational Quality Assurance in High School“. In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.170.

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Febriana, Maghfirah Dinsyah, Zahir Zainuddin und Ingrid Nurtanio. „School zoning system using K-Means algorithm for high school students in Makassar City“. In 2019 International Seminar on Research of Information Technology and Intelligent Systems (ISRITI). IEEE, 2019. http://dx.doi.org/10.1109/isriti48646.2019.9034601.

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Schurman, Matthew J., und Arlan W. Mantz. „Performance of a piezo-ceramic modulated internally coupled Fabry-Perot interferometer controlled tunable diode laser system“. In High Resolution Molecular Spectroscopy: 11th Symposium and School, herausgegeben von Alexander I. Nadezhdinskii, Yu V. Ponomarev und Leonid N. Sinitsa. SPIE, 1994. http://dx.doi.org/10.1117/12.166269.

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Amelia, N., A. Abdullah, M. Somantri und A. Danuwijaya. „Internship information system availability on vocational high school websites“. In The Asian Education Symposium (AES 2016). Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315166575-82.

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Chursin, Alexei A., N. Jacquinet-Husson, G. Lefevre, Noelle A. Scott und Alain Chedin. „GEISA-97 spectroscopic database system related information resources: current status and perspectives“. In 13th Symposium and School on High-Resolution Molecular Spectroscopy, herausgegeben von Leonid N. Sinitsa. SPIE, 2000. http://dx.doi.org/10.1117/12.375398.

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Hanief, Shofwan, und Ni Nyoman Supuwiningsih. „Learning Tenses With Multimedia For Junior High School Students“. In 2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS). IEEE, 2020. http://dx.doi.org/10.1109/icoris50180.2020.9320754.

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Kochanov, Victor P., und Julia V. Maltseva. „Distribution of level populations for a three-level system in resonance interaction with three strong fields“. In 13th Symposium and School on High-Resolution Molecular Spectroscopy, herausgegeben von Leonid N. Sinitsa. SPIE, 2000. http://dx.doi.org/10.1117/12.375362.

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Berichte der Organisationen zum Thema "High school system"

1

Green, Terrence. Title I Evaluation System, Maple Lane High School. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1559.

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Brunner, Eric, Shaun Dougherty und Stephen Ross. The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System. Cambridge, MA: National Bureau of Economic Research, Mai 2021. http://dx.doi.org/10.3386/w28790.

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Fisher, Diana. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2945.

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Kotloff, Lauren J. Kotloff. AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs Executive Summary. Philadelphia, PA United States: Public/Private Ventures, April 2010. http://dx.doi.org/10.15868/socialsector.3994.

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Schelzig, Karin, und Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Sneider, C. I., und R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. [Final project report]. Office of Scientific and Technical Information (OSTI), Februar 1993. http://dx.doi.org/10.2172/6646890.

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Sneider, C. I., und R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. Final project report. Office of Scientific and Technical Information (OSTI), Februar 1993. http://dx.doi.org/10.2172/10131851.

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8

Furrer, Carrie. The Friendship Group Motivational Systems: Naturally-Occurring Resources and Liabilities During the Transition to High School. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.719.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes und Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, Mai 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Pritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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