Reading achievement progress across countries

A new paper by the Evidence Institute experts Maciej Jakubowski and Artur Pokropek compares progress in reading achievement across countries. They use innovative methods to reliably compare primary school results from PIRLS to secondary school results from PISA. The research suggests that achievement progress is lower in early-tracking countries, e.g. those who segregate students between academic and vocational tracks before the age of 15 or earlier. The paper provides also evidence that in majority of countries girls progress more so the gender gap in reading widens between the age of 10 and 15. Full paper can be found here. Figure below compares achievement progress estimates among European countries for the PIRLS 2006 to PISA 2009 comparison. Please contact us for additional information and results.

Measuring Education Outcomes

What can student achievement surveys tell us about school outcomes? How important are those surveys for society and the future economy? Can we reliably measure adults’ skills? Which skills are measurable and which are not? Maciej Jakubowski, leader of the Evidence Institute, joined World Bank’s Google Hangout discussion about various issues concerning the OECD surveys of student achievement and adult skills.

Common challenges, different outcomes

Poland and its neighboring countries began the transition to democratic market economies around 1990. Although Poland, Czechoslovakia and Hungary started from the same point, Poland reformed its education system so that all students had equal education opportunities until they were 16 years old. Neighboring countries still separate students into different education “tracks” very early, allowing only a relatively few students to pursue more ambitious programs.  A recent paper by Maciej Jakubowski compares changes in the Polish education system to changes in neighboring countries. It explains how policies can affect student outcomes in a relatively short period of time.