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1 1 PISA OECD Programme for International Student Assessment Strong performers and successful reformers Andreas Schleicher Vilnius, 26-28 April 2011 Strong performers and successful reformers Lessons from PISA Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU Programme for International Student Assessment

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Page 1: PISA Lithuania

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Strong performers and successful reformers

Lessons from PISA

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU

Programme for International Student Assessment

Page 2: PISA Lithuania

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1998PISA countries in

2000200120032006200977%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

Page 3: PISA Lithuania

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How the demand for skills has changedEconomy-wide measures of routine and non-routine task input

(US)

1960 1970 1980 1990 200240

45

50

55

60

65

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

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on

The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

Page 4: PISA Lithuania

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What 15-year-olds can do

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Average performanceof 15-year-olds in reading – extrapolate and apply

High reading performance

Low reading performance … 17 countries perform below this line

1525354555440.000

460.000

480.000

500.000

520.000

540.000

560.000

Shanghai-China

KoreaFinlandHong Kong-China

Singapore CanadaNew Zealand

JapanAustralia

NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,

IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal

Macao-China ItalyLatvia

Slovenia GreeceSpain

Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,

Austria LithuaniaTurkey

Dubai (UAE) Russian Federation

Chile

Serbia

Page 6: PISA Lithuania

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Average performanceof 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

Page 7: PISA Lithuania

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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

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

1525354555

2009

Page 8: PISA Lithuania

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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

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

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

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2000

Page 10: PISA Lithuania

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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

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2000

Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil

Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy

and GermanyRapid improvers in science:

Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland

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Quality differences between schools

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-2 -1 0 1 2200

493

Score

School performance and socio-economic background

LithuaniaStu

dent

perf

orm

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AdvantagePISA 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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0

10

20

30

40

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60

70

80

Percentage of resilient students among disadvantaged students%

More than 30% resilient students

among disadvantaged students

Between 15%-30% of resilient students among

disadvantaged students

Less than 15% resilient students among disadvantaged

students

Resilient student: Comes from the bottom quarter of the socially most disadvantaged

students but performs among the top quarter of students internationally (after

accounting for social background)

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Student engagement with learning and school

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Students' views of their teacher-student relations

I get along well with most of my teachers.

Most of my teachers are interested in my well-being.

Most of my teachers really listen to what I have to say.

If I need extra help, I will receive it from my teachers.

0 10 20 30 40 50 60 70 80 90

Lithuania OECD average

Percentage of students

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10

Policies and practices

Learning climate

Discipline

Teacher behaviour

Parental pressure

Teacher-student relationships

Dealing with heterogeneity

Grade repetition

Prevalence of tracking

Expulsions

Ability grouping (all subjects)

Standards /accountability

Nat. examination

Standardised tests

PolicySystem

RSchool

REquity

E

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Does it all matter?

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Age 19

Age 21

Age 21

048

121620

Level 2Level 3

Level 4Level 5

Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15

(Canada)after accounting for school engagement, gender, mother

tongue, place of residence, parental, education and family income (reference group PISA Level 1)

Odds ratiohigher education entry

School marks at age 15

PISA performance at age

15

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What does it all mean?

Page 20: PISA Lithuania

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

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…

…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity

Clear articulation who is responsible for ensuring student success and to whom

Page 21: PISA Lithuania

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

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

Page 22: PISA Lithuania

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

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

Page 23: PISA Lithuania

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School principals’ reportsof their involvement in school matters

Index of schools principal’s leadership based on school principals’ report (part 1/2)

Professional development activities of teachers in accordance with the teaching goals of the

school

I ensure that teachers work according to the school’s educational goals

I observe instruction in classrooms

I use student performance results to develop the school’s educational goals

I give teachers suggestions as to how they can improve their teaching

I monitor students’ work

When a teacher has problems in his/her classroom, I take the initiative to discuss

matters

0 25 50 75 100

Lithuania OECD average

%

garciadeleon_p
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School principals’ views of their involvement in school matters

Index of schools principal’s leadership based on school principals’ report (part 2/2)

I inform teachers about possibilities for updating their knowledge and skills

I check to see whether classroom activities are in keeping with our educational goals

I take exam results into account in decisions regarding curriculum development

I ensure that there is clarity concerning the responsibility for coordinating the curriculum

When a teacher brings up a classroom problem, we solve the problem together

I pay attention to disruptive behaviour in classrooms

I take over lessons from teachers who are unexpectedly absent

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%

garciadeleon_p
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Lessons from PISA on successful

education systems

Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

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

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Establishing student assessment policies, OECD average

Lithuania

Choosing which textbooks are used, OECD average

Lithuania

Determining course content, OECD average

Lithuania

Deciding which courses are offered, OECD average

Lithuania

0% 20% 40% 60% 80% 100%

Only "regional and/or national education au-thority"

Both "principals and/or teach-ers" and "re-gional and/or national educa-tion authority"

Only "principals and/or teach-ers"

How much autonomy individual schools have over curricula and assessment

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How much autonomy individual schools have over resource allocation

Selecting teachers for hire, OECD average

Lithuania

Firing teachers, OECD average

Lithuania

Establishing teachers’ starting salaries, OECD average

Lithuania

Determining teachers’ salaries increases, OECD average

Lithuania

Formulating the school budget, OECD average

Lithuania

Deciding on budget allocations within the school, OECD average

Lithuania

0% 20% 40% 60% 80% 100%

Only "regional and/or national education author-ity"

Both "principals and/or teachers" and "regional and/or national education author-ity"

Only "principals and/or teachers"

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Systems with more accountability Systems with less

accountability

480

490

500

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source 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

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Local responsibility and system-level prescription

System-level prescription‘Tayloristic’ work organisation

Schools leading reformTeachers as ‘knowledge workers’

Schools todayThe industrial

model, detailed prescription of

what schools do

Schools tomorrow?

Building capacity

Finland todayEvery school an effective school

Trend in OECD countries

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems 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

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

A learning system An outward orientation of the system to

keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system

Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these

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CD

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gram

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Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

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)

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Performance difference between students who had attended pre-primary school for more than one year and those who did

not

Sco

re p

oin

t d

iffe

ren

ce

Isra

el

Belgiu

m

Mac

ao-C

hina

France

Switzer

land

United K

ingdom

Dubai (U

AE)

Kyrgyz

stan

Argen

tina

Germ

any

New Z

eala

nd

Slova

k Rep

ublic

Brazil

Luxem

bourg

Thaila

nd

Canad

a

Chines

e Tai

pei

Poland

Kazak

hstan

Roman

ia

Japan

Peru

Jord

an

Norway

Azerb

aija

n

Colom

biaChile

Lithuan

ia

Serbia

Nether

lands

Slove

nia

Finla

nd

Latvi

a0

20

40

60

80

100

120

Observed performance advantage

Performance advantage after accounting for socio-economic

factors

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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 workingCurriculum, 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

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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