• figure IV.2.12 • countries in which the learning environment at school is related to reading performance

Learning environment

With accounting for the socio-economic (the model includes all of these

Without accounting for the socio-economic

and demographic background of students and schools features of learning environment)

and demographic background of students and schools

Negative relationship Positive relationship Index of teacher-student

Negative relationship

Positive relationship

OECD

Austria, Germany, Spain,

Australia, Denmark, finland,

Austria

Australia, czech Republic,

relations

Switzerland

Iceland, Ireland, Israel,

estonia, Greece, Iceland,

(higher values indicate

Japan, Mexico

Ireland, Israel, Japan,

better relationships)

Mexico, Portugal

(school average) OECD average change in score: 10.1 OECD average change in score: 16.7

Partner Argentina, colombia, croatia,

hong kong-china, Jordan,

kazakhstan, kyrgyzstan Bulgaria, Brazil,

kazakhstan, kyrgyzstan,

Qatar, Shanghai-china,

hong kong-china, Jordan,

Montenegro, Panama,

tunisia

Peru, Qatar, tunisia

Serbia, uruguay

Index of disciplinary OECD

Australia, Austria, Belgium,

Australia, Austria,

climate

czech Republic, Denmark,

(higher values indicate

france, Iceland, Ireland, Italy,

Greece, Israel, Italy, Japan,

better climate)

Japan, Netherlands, New

Mexico, Netherlands,

(school average)

Zealand, Slovak Republic,

New Zealand, Norway,

Slovenia, Spain, Sweden,

Poland, Slovak Republic,

Switzerland, turkey

Slovenia, Spain

OECD average change in score: 28.6 OECD average change in score: 17.8 Partner

Azerbaijan, croatia, Dubai

Azerbaijan, Brazil, colombia,

(uAe), hong kong-china,

croatia, Dubai (uAe),

kazakhstan, kyrgyzstan,

hong kong-china, Jordan,

lithuania, Macao-china,

kazakhstan, kyrgyzstan, latvia,

Montenegro, Panama, Qatar,

lithuania, Macao-china,

Romania, Russian federation,

Panama, Peru, Qatar, Romania,

Singapore, Serbia,

Russian federation,

Shanghai-china,

Shanghai-china, Singapore,

trinidad and tobago, uruguay

chinese taipei, trinidad and tobago, uruguay

Index of teachers’

OECD Denmark, Greece, Israel, Slovak

Austria, france, Germany

Israel, New Zealand

stimulation of reading

Republic

engagement (higher values indicates

OECD average change in score: 0.1 OECD average change in score: -5.4 more stimulation)

Partner

Brazil, hong kong-china,

Brazil, hong kong-china, Montenegro

(school average)

Indonesia, Singapore, tunisia

Indonesia, latvia, Singapore

Index of student-related OECD

czech Republic, estonia,

Israel

Slovenia

factors affecting school

Germany, Italy, Japan,

climate

luxembourg, Netherlands,

(higher values indicate

Slovak Republic

OECD average change in score: behaviour) -2.2 Partner

a positive student

OECD average change in score: -7.7

croatia, trinidad and tobago,

Brazil, croatia, Macao-china, chinese taipei

uruguay

Shanghai-china, uruguay

Index of teacher-related OECD

Australia, Austria, Belgium,

Austria, Belgium, chile,

factors affecting school

canada, chile, czech Republic,

czech Republic, estonia,

climate

Denmark, estonia, Germany,

Germany, Greece, Israel,

(higher values indicate

Greece, hungary, Ireland, Italy,

Italy, Japan, korea, Mexico,

a positive teacher

Japan, korea, luxembourg,

Netherlands, Spain

behaviour)

Netherlands, New Zealand,

Slovak Republic, Spain, Switzerland, united kingdom, united States

OECD average change in score: 19.0 OECD average change in score: 7.9 Partner

Argentina, Bulgaria, Brazil,

chinese taipei

Argentina, Brazil, croatia,

croatia, Dubai (uAe), hong

Romania, thailand, uruguay

kong-china, Indonesia, Singapore, trinidad and tobago, uruguay

Parents expect the OECD

Belgium, canada, chile,

canada, Italy, New Zealand,

school to set high

czech Republic, Denmark,

Norway

academic standards

Greece, Ireland, Israel, Italy,

and pressure for

Japan, korea, New Zealand,

students to achieve them

Norway, Poland, Portugal, Slovenia, Sweden, turkey,

united kingdom

OECD average change in score: 26.9 OECD average change in score: 2.9

Partner

Azerbaijan

Albania, Brazil, croatia,

Azerbaijan

Bulgaria, kazakhstan, latvia,

kazakhstan, latvia, lithuania,

lithuania, trinidad and tobago

Russian federation, Singapore, trinidad and tobago, uruguay

Index of school OECD

finland, Israel, Italy,

Mexico, Spain

Israel, Italy

principal’s leadership

Slovak Republic

OECD average change in score: -2.4 more leadership roles

(higher values indicate

OECD average change in score: -3.0

taken)

Partner

hong kong-china

Jordan, Panama, Peru

chinese taipei

Note: only those school systems where there is a statistically significant relationship between the learning environment and performance are listed. oecD averages in bold denote that the estimate is statistically significant at the 5% level (p < 0.05).

Source: oecD, PISA 2009 Database, tables IV.2.13b and IV.2.13c. 12 http://dx.doi.org/10.1787/888932343380

56 © OECD 2010 PISA 2009 ReSultS: WhAt MAkeS A School SucceSSful?

How resources, policies and practices are related to student performance 2

• Figure IV.2.13 •

How student and school characteristics are related to reading performance Expressed as a percentage of the average variance in reading performance in OECD countries (100% is the average total variance in reading performance across OECD countries)

Variance in reading performance: Solely accounted for by students’ reading engagement and approaches to learning,

the learning environment, resources, policies and practices Jointly accounted for by students’ and schools’ socio-economic and demographic background

and by students’ reading engagement and approaches to learning, the learning environment, resources, policies and practices

Solely accounted for by students’ and schools’ socio-economic and demographic background Unaccounted for by any of the above factors

Within-school variance

Between-school variance

Trinidad and Tobago Trinidad and Tobago Argentina

Argentina Turkey

Turkey Peru

Peru Hungary

Hungary Germany

Germany Bulgaria

Bulgaria Uruguay

Uruguay Italy

Italy Chile

Chile Belgium

Belgium Panama

Panama Dubai (UAE)

Dubai (UAE) Qatar

Qatar Czech Republic

Czech Republic Israel

Israel Netherlands

Netherlands United States

United States Japan

Japan Austria

Austria Croatia

Croatia Singapore

Singapore Brazil

Brazil Colombia

Colombia Greece

Greece OECD average

OECD average Serbia

Serbia United Kingdom

United Kingdom Slovenia

Slovenia New Zealand

New Zealand Shanghai-China

Shanghai-China Hong Kong-China

Hong Kong-China Kyrgyzstan

Kyrgyzstan Slovak Republic

Slovak Republic Australia

Australia Albania

Albania Korea

Korea Ireland

Ireland Romania

Romania Portugal

Portugal Switzerland

Switzerland Jordan

Jordan Mexico

Mexico Chinese Taipei

Chinese Taipei Tunisia

Tunisia Sweden

Sweden Poland

Poland Kazakhstan

Kazakhstan Lithuania

Lithuania Russian Federation

Russian Federation Spain

Spain Estonia

Estonia Canada

Canada Latvia

Latvia Denmark

Denmark Indonesia

Indonesia Thailand

Thailand Iceland

Iceland Azerbaijan

Azerbaijan Finland

Finland Norway

Norway

80 60 40 20 0 20 40 60 80 100 % Countries are ranked in descending order of the between-school variance jointly accounted for.

Source: OECD, PISA 2009 Database, Table IV.2.14a. 1 2 http://dx.doi.org/10.1787/888932343380

PISA 2009 ReSultS: WhAt MAkeS A School SucceSSful? – VoluMe IV

• figure IV.2.12 • countries in which the learning environment at school is related to reading performance