Variance decomposition expressed as a

percentage of the

average variance

in student performance in

reading across oeCD countries

Within-school variance expressed

as a percentage of the average

of within-school variance in student performance in reading

across oeCD countries

between-school variance expressed as

a percentage of the average of between-school variance in student performance in reading across oeCD countries

va ri an ce Within- school between- school Within- school between- school Within- school between- school Within- school between- school %

Czech republic

New Zealand

slovak republic

united Kingdom

united states

oeCD average

P artners

Dubai (uae)

Hong Kong-China

russian federation

Chinese Taipei

Trinidad and Tobago

1. Multilevel regression model consists of the student and school levels.

2. Multilevel regression model: Reading performance is regressed on the variables of demographic and socio-economic background.

3. Multilevel regression model: Reading performance is regressed on the variables of school policies and practices.

4. Multilevel regression model: Reading performance is regressed on the variables of demographic and socio-economic background and on the variables of school policies and practices. 1

2 http://dx.doi.org/10.1787/888932343285

Annex B1 : Results foR countRies And economies

[ Part 1/1 ]

Table IV.2.9b Relationships between schools’ assessment and accountability policies and reading performance

assessment and accountability policies 1

e ce e hers’

hools or

ve authority actice ough

dised tests

ver time b ati

ents: onl

ents: at least

ve to national

vement data

vement data ar

ked o hers’ pr vement test vations of lessons

hool uses

hool uses student

hool's pr

hool uses student

sc to par to other students in the sc hool

hools' accountability

egional benc

hool posts

hie

hie hool monitors ough students’ hie hool monitors teac her peer r

sc standar

sc assessments to monitor sc

sc assessments to impr instruction or curriculum

sc assessments to compar with other sc district or national performance

sc to par relati or r

sc ac publicl

ac used in decisions about instructional r allocation to the sc

ac ac tr administr sc teac thr ac or assessments sc pr actice thr teac obser y principal or inspectors b e e e e e e e e e e e

Change in scor s.e. Change in scor s.e. Change in scor s.e. australia

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

-7.3 (7.3) -23.8 (8.5) 12.6 (10.9) -6.5 (8.4)

OECD belgium

71.2 (12.9) 23.2 (13.9) 57.4 (31.9) -5.7 (16.2) 12.0 (11.7) -25.9 (10.9)

c c 0.8 (5.7)

Chile

-47.2 (16.1) 60.0 (23.3) -17.0 (21.6) -44.8 (14.0)

6.9 (23.9) 16.8 (15.7) -3.5 (19.1) -15.3 (17.9)

Czech republic

c c c c 5.5 (5.7)

5.2 (8.5) -17.6 (9.9) -10.5 (13.8) -8.9 (7.8) -17.1 (19.6)

-4.6 (6.9) -9.2 (6.9) -3.5 (6.0)

-0.8 (14.2) -0.8 (15.6) 44.5 (21.5) -8.0 (13.5)

4.6 (15.6) -6.0 (17.4) -14.2 (17.0) 39.2 (16.5)

27.9 (16.6) 25.9 (21.0) 32.1 (14.2) 17.9 (16.8) -24.4 (16.0) -10.7 (19.2)

25.9 (19.4) -4.4 (17.0) 10.1 (13.4) -25.1 (17.1) -6.0 (13.6) -51.0 (16.9)

3.1 (18.6) -3.7 (7.0) -26.6 (15.7) -12.5 (7.7) -11.1 (8.2)

c c 11.4 (7.8)

6.0 (7.4) -2.3 (7.0)

Ireland

-7.5 (11.5) -17.7 (12.4) 18.7 (13.8) -9.1 (10.4)

21.9 (20.6) -17.6 (20.8) -31.0 (22.9) -1.0 (18.1) -107.1 (25.9) -26.7 (15.3) 21.9 (17.8)

-28.3 (9.7) -12.7 (10.6) -26.9 (11.7)

8.6 (12.6) -6.4 (17.2)

9.0 (22.5) 30.8 (14.2) -23.8 (11.3) -16.6 (13.8) -2.0 (10.7)

41.5 (26.6) -22.1 (25.6) 13.5 (20.3) 12.8 (18.7) -34.8 (28.4) -32.3 (20.0) 11.6 (21.5) -25.9 (19.0) -11.9 (14.2)

5.0 (17.5) -36.0 (22.4) -27.5 (27.7) -45.0 (31.1) 21.3 (20.9) 36.3 (23.2)

-6.9 (13.0) -25.2 (13.0) -3.1 (8.6) 10.8 (7.7) 13.6 (9.6)

3.5 (12.9) -2.4 (17.6) -23.7 (25.1) -3.7 (13.6) 12.3 (15.8) 25.1 (14.5)

27.1 (13.3) -27.3 (15.8)

New Zealand

1.5 (12.5) -15.9 (10.2) 27.8 (22.3) -8.3 (11.9) -50.9 (9.0)

9.1 (13.0) -15.8 (17.3) -12.1 (13.7) -9.7 (34.3)

Portugal

25.2 (10.4) 15.7 (13.5) -0.1 (11.5) -3.3 (9.6)

15.9 (11.3) -0.3 (11.3) -10.6 (9.7) -14.4 (8.5) -9.2 (11.0)

8.9 (9.4) -1.3 (11.1)

slovak republic

49.7 (17.8) -22.4 (12.8)

8.6 (12.3) -0.1 (10.4)

-7.8 (18.3) -31.0 (13.9) 26.1 (8.8) -21.3 (12.6) 13.3 (11.0) -18.4 (10.7) -18.9 (18.3)

4.0 (16.3) -11.4 (9.8) 20.9 (10.6) -34.3 (18.1) -36.4 (12.0)

5.4 (5.5) -4.4 (6.4) -3.2 (6.4) 16.2 (5.5) -4.8 (5.7) -6.7 (6.9)

5.7 (6.5) -4.1 (5.2) -2.5 (5.4)

5.8 (11.7) -46.8 (23.3) -15.7 (13.8) -13.7 (9.5) -6.6 (9.7)

7.1 (7.7) 12.6 (8.8) -20.7 (10.0) -19.4 (9.5)

7.4 (10.2) -0.9 (8.3) 29.7 (7.9) -3.5 (8.6) -5.6 (13.3)

Turkey

0.1 (19.0) -73.4 (13.3) -4.8 (17.7) 66.3 (18.5)

united Kingdom

4.5 (8.3) -9.1 (12.5) -15.2 (8.4) -27.3 (11.0)

1.0 (12.1) -47.1 (22.0)

united states

-73.8 (28.3) 74.5 (19.6) 42.7 (23.1) -22.9 (22.9)

9.6 (21.3) -7.8 (26.7) 23.2 (21.1) -49.2 (23.7) -52.9 (34.1)

oeCD average

-1.4 (2.4) -2.5 (2.6) -6.1 (3.3)

-7.9 (18.0) -25.2 (16.6) 41.7 (16.1) -28.3 (12.2) 18.6 (10.5) -1.0 (14.5)

1.2 (23.8) -7.9 (24.5) -5.0 (26.9) -45.4 (20.8) -8.0 (20.7)

artners P azerbaijan

c c -24.8 (12.6) -1.3 (10.4)

-8.3 (11.7) -58.4 (13.6) -52.1 (37.6)

-50.9 (20.5) 29.1 (25.3) -32.9 (16.6) 30.5 (23.3) -12.4 (27.3) -35.8 (25.3) 40.0 (20.4) -4.4 (15.9) -14.6 (23.3) -4.0 (22.2)

Colombia

25.8 (12.0) -2.2 (19.0) -34.4 (11.9) -25.6 (12.2)

c c 34.8 (13.4)

4.9 (16.9) -25.1 (13.6)

13.2 (14.2) -35.0 (30.3)

Dubai (uae)

-6.2 (14.5) -13.6 (23.6) 14.1 (23.9) 11.5 (14.8) -14.5 (17.1) -36.2 (17.0) 14.9 (13.2) 25.4 (14.7) -5.7 (23.1) -57.8 (20.5) 114.3 (32.2)

Hong Kong-China

81.4 (20.9) -26.4 (12.2) -47.2 (18.5) 11.9 (8.9)

9.4 (9.8) -0.2 (11.7) -43.5 (10.9) -70.3 (19.5)

5.0 (8.7) 11.5 (15.9) -10.1 (8.7) -6.0 (10.2)

Jordan

-33.2 (13.0) -16.2 (16.2) 23.7 (20.1) 35.9 (17.3) -29.3 (13.4) -43.0 (11.1) -20.1 (14.9)

5.9 (11.0) 22.8 (12.5) -1.2 (16.0)

Kazakhstan

16.9 (16.2) 64.5 (12.6) -1.0 (53.4) -4.8 (16.4) -44.8 (21.8) -46.5 (19.0) -27.7 (10.1)

-18.6 (19.3) -4.3 (21.5) 20.5 (12.0) -74.0 (16.9)

12.3 (28.8) 25.9 (24.2) 27.1 (10.1) -22.9 (15.4) -20.0 (25.0) -8.4 (21.0)

latvia

-11.5 (14.1) -12.1 (22.8) -11.9 (9.9) -7.5 (14.5) -24.9 (14.5) -7.0 (9.0) 14.4 (8.2) -11.1 (8.8)

9.5 (7.8) -1.9 (8.8) -46.2 (10.1)

lithuania

53.9 (23.2) -155.4 (22.4) -17.3 (13.7) 41.5 (24.8)

c c 131.1 (22.5) 27.6 (44.4) 77.3 (5.8) -93.6 (20.6)

Macao-China

-11.4 (18.0) -1.2 (17.0)

c c -13.3 (16.1)

c c 12.5 (20.7) -10.8 (16.8)

0.5 (22.2) 33.8 (20.9) -12.2 (16.8) -17.5 (16.8)

21.4 (22.1) 70.1 (17.8) -39.8 (18.2) 13.9 (15.6) 73.4 (39.5) -5.7 (22.4) -103.5 (42.7)

Panama

-2.0 (18.6) 12.1 (15.1) -1.5 (17.9) -38.8 (20.1) -46.9 (32.4) -26.5 (22.7)

-16.0 (12.7) 52.2 (19.8) -22.0 (21.0) -21.3 (14.1) -22.4 (15.3) -19.8 (17.8) 40.7 (19.9) -5.2 (13.5) 14.7 (12.9)

29.7 (37.7) 39.6 (20.8) -35.1 (15.7) -33.0 (20.1) -55.8 (30.2) -75.8 (27.4) -28.6 (13.5) 26.4 (14.3) -40.0 (21.0) -29.7 (24.5) -212.8 (27.7)

russian federation

5.8 (7.0) -4.6 (12.9)

c c -23.6 (11.1)

7.5 (16.7) -59.6 (35.4) -22.7 (17.1) -33.3 (15.2) -16.7 (25.1) -13.5 (26.7) 17.3 (16.7) -23.7 (19.8) -6.8 (18.7)

53.8 (19.1) -19.7 (11.5) -57.0 (22.9) 18.3 (11.0)

12.9 (10.6) -5.6 (11.8)

c c -7.1 (10.4)

5.9 (9.0) 20.7 (10.9) -28.0 (27.2) -27.4 (41.1)

Chinese Taipei

6.6 (10.3) 29.0 (14.8) -24.2 (9.4)

4.8 (12.0) -27.6 (9.7) 27.9 (12.1) -16.9 (12.3)

Trinidad and Tobago

12.3 (19.3) -14.6 (19.4) -2.8 (14.5) -11.8 (9.9)

7.2 (11.3) -43.7 (10.9) -3.8 (24.5)

uruguay

1.6 (27.9) Note: Values that are statistically significant are indicated in bold (see Annex A3).

6.0 (15.2) 22.0 (15.6) -53.7 (15.6)

-9.2 (17.3) -24.4 (15.3) -9.6 (17.4)

1 1. Multilevel regression model (student and school levels): Reading performance is regressed on the variables of school policies and practices presented in this table. 2 http://dx.doi.org/10.1787/888932343285

174 © OECD 2010 PISA 2009 ReSultS: WhAt MAkeS A School SucceSSful? – VoluMe IV

Results foR countRies And economies: Annex B1

[ Part 1/2 ]

Relationships between schools’ assessment and accountability policies and reading performance, Table IV.2.9c accounting for students’ and schools’ socio-economic and demographic background

assessment and accountability policies 1

actice actice her peer y principal dised tests

ess

hools or

ve authority

ver time b ati

pr pr

ve instruction or o

ents: onl

ents: at least

ve to national or

vement data

vement data ar

vement test or hool monitors

hers' ough students' hie hool monitors hers' w or obser

ough teac sc standar

hool uses

hool uses student

hool's pr

hool uses student

hools' accountability

sc assessments to monitor sc

sc assessments to impr curriculum

sc assessments to compar with other sc district or national performance

sc to par to other students in the sc hool

hools' accountability

hool posts

sc to par relati regional benc

sc ac publicl

ac used in decisions about instructional r allocation to the sc

ac ac tr administr

sc teac thr ac assessments sc teac thr re vie of lessons b or inspectors e e e e e e e e e e e

Change in scor s.e. Change in scor s.e. australia

Change in scor s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

2.5 (6.6) -8.0 (6.2) -14.1 (6.1) -16.6 (8.2) -0.5 (8.0)

2.6 (8.8) -0.6 (11.1) 12.8 (14.5) -13.5 (10.9) 16.5 (8.7)

0.3 (10.8) -34.1 (13.0)

OECD belgium

7.7 (6.2) -5.7 (7.0) 10.0 (7.9) 25.6 (7.9) -2.2 (6.8)

3.3 (19.8) -8.2 (9.2) -0.9 (6.9)

2.0 (6.6) -2.6 (6.6) -0.6 (6.6)

2.9 (6.4) -4.2 (6.2) -1.3 (5.4)

c c -7.3 (4.7)

Chile

-15.5 (9.8) 23.1 (12.6) -19.1 (13.7) -21.0 (7.5) 21.8 (14.0) 12.6 (11.5)

Czech republic

9.7 (10.0) -3.2 (8.4) -2.3 (7.4)

1.4 (9.6) -2.2 (10.7) -1.2 (6.7) -8.3 (12.9) -1.0 (5.6)

c c c c 1.4 (3.9)

-4.0 (6.6) -6.6 (10.8) -5.1 (7.1) -8.1 (8.5)

6.2 (6.2) -11.1 (8.3) -8.8 (10.8)

6.5 (9.5) 10.6 (9.0) -8.4 (11.5) -4.7 (9.3) 21.0 (7.4)

2.5 (12.3) -3.2 (13.0) -11.2 (13.6) 26.1 (13.3) 13.5 (11.9) -7.1 (15.4)

8.1 (14.1) -8.4 (7.8) 10.4 (9.4) 14.9 (10.3) -19.6 (9.9)

3.8 (9.3) -19.5 (11.5) -8.9 (8.9) -20.3 (10.4) -17.5 (18.5)

4.7 (16.1) -6.6 (6.7) -20.5 (13.9) -7.2 (6.1) -15.5 (8.0)

c c 10.8 (8.0)

-0.4 (8.3) -13.2 (8.2) 15.3 (8.9) -5.4 (7.8)

13.5 (16.7) -1.8 (15.7) -16.1 (17.9) 21.1 (13.7) -60.7 (21.0) -7.8 (13.9) -1.6 (14.2) -14.2 (14.0) 11.4 (13.4) -16.5 (24.4) -32.0 (16.2)

Italy

-11.0 (6.0) -17.0 (9.9) -9.7 (9.0) -4.7 (12.2) -16.0 (13.2) -7.0 (13.3)

9.1 (8.5) -8.0 (8.3) -3.3 (8.8)

11.3 (14.6) -32.7 (9.0) 12.1 (10.2) 17.2 (9.5) -15.0 (16.0) -9.9 (14.6) 17.3 (13.1) -14.8 (10.5) -15.4 (9.3) -7.9 (9.8) -46.3 (15.8)

8.3 (9.1) -0.5 (11.9) 10.2 (15.3) -10.6 (13.7)

New Zealand

-14.7 (11.3) -2.8 (9.4) 10.0 (5.7) -9.7 (8.0) -0.4 (12.4)

7.6 (7.0) -4.8 (4.9) -15.6 (17.0)

4.3 (6.9) -2.0 (7.1) -10.3 (6.3) -9.0 (6.7)

slovak republic

-1.7 (15.6) -10.8 (9.2) -7.9 (9.8)

6.4 (7.7) -11.1 (12.4) -20.0 (9.1)

7.2 (8.5) -4.0 (14.5) 15.0 (12.0) -1.9 (7.9) -1.5 (11.0) -6.5 (8.8)

5.6 (8.2) -33.8 (19.8) -18.2 (10.3)

4.7 (4.4) -2.6 (4.2) -5.2 (5.3)

-5.2 (5.3) -18.2 (20.1) -8.8 (7.1) -3.8 (6.1) -4.5 (5.3) -2.8 (7.3)

7.9 (5.8) 15.8 (6.2) -9.7 (7.7) -18.6 (7.2) -21.7 (9.7)

14.3 (13.2) -25.3 (16.7) -7.4 (9.5) -15.3 (12.9) 28.6 (15.9) 21.1 (14.2) 24.4 (11.4) -6.9 (9.0)

11.3 (14.1) -5.2 (16.7)

united Kingdom

3.3 (4.3) -28.1 (11.9)

9.2 (10.5) -2.2 (8.1) 12.4 (8.0)

0.7 (5.6) -0.1 (5.4) -4.7 (4.6) 23.0 (8.7) -10.3 (5.8)

united states

6.5 (12.5) -1.0 (14.3) -8.5 (11.2) 28.5 (15.3) -9.9 (9.2) 19.7 (25.8)

oeCD average

-1.2 (2.0) -2.1 (2.0)

1.8 (1.6) -0.6 (2.2) -1.4 (1.8)

5.6 (13.0) -13.9 (12.3) -0.3 (12.6) -10.4 (13.3)

1.5 (13.6) -8.7 (18.4) -6.3 (14.1)

artners P azerbaijan

c c -25.0 (11.9)

9.0 (9.7) -11.2 (11.8) -68.6 (9.8) -34.3 (31.6)

3.9 (15.9) -6.9 (5.8) 10.6 (6.3) -4.3 (5.7) 12.3 (6.3)

2.8 (9.8) -3.6 (7.6) -4.3 (5.7) -32.7 (13.2) -9.7 (9.0) 18.5 (5.1) -10.0 (5.0)

-6.5 (8.7) -5.7 (21.2) -7.2 (7.7) -4.1 (9.7)

c c 9.7 (9.1) -3.7 (10.1) 11.4 (15.4)

Dubai (uae)

22.3 (11.8) -10.7 (12.9) -16.5 (12.6) 11.8 (9.6)

5.9 (9.7) -14.7 (10.5)

8.4 (9.3) -15.7 (12.7) -21.7 (13.3)

Hong Kong-China

66.5 (20.5) -17.7 (11.1) -13.1 (18.1) 10.8 (6.1)

8.6 (8.5) 22.6 (9.5) 15.9 (6.4) 13.3 (6.1) -3.6 (6.1) -23.1 (10.1) -42.0 (16.6)

0.5 (17.3) -5.9 (16.3) -1.7 (7.3) 20.1 (14.1) -10.6 (7.1)

-21.2 (12.2) -7.9 (13.1) 12.4 (15.9) 28.8 (17.3) -14.5 (11.8) -27.1 (11.9) -16.3 (12.4)

9.6 (11.0) 30.6 (12.3) -30.5 (35.3) -9.9 (11.5) -6.3 (25.0) -5.3 (23.3) -20.4 (9.1) -3.9 (9.1) 16.9 (16.6) -13.7 (16.1)

Kyrgyzstan

2.5 (12.3) 13.7 (10.5) -34.4 (11.7) 23.7 (27.5) 21.7 (21.9) 17.3 (8.5) -19.5 (10.3) -28.9 (14.7)

latvia

-7.8 (14.1) -8.5 (19.1) -12.0 (9.6) -2.0 (10.3) -18.4 (11.2) -15.3 (6.4)

11.3 (14.6) -32.7 (9.0) 12.1 (10.2) 17.2 (9.5) -15.0 (16.0)

c c 17.3 (13.1) -14.8 (10.5) -15.4 (9.3)

c c -0.1 (9.6)

c c 17.9 (11.3) -16.8 (8.4)

-1.5 (9.4) 23.4 (10.6) -12.5 (10.2) -11.6 (9.3) 23.9 (13.2) 36.6 (12.4) -0.6 (10.7)

0.7 (10.3) -54.2 (34.5) -10.2 (10.7) -4.0 (35.1)

Panama

-18.3 (12.9) 10.0 (9.7) -20.2 (12.9) -25.6 (13.0) -31.8 (27.9) 16.4 (12.5)

3.5 (16.3) -8.6 (14.7) 38.0 (15.8) -11.9 (14.7)

-11.7 (17.8) 17.0 (15.3) -12.9 (10.6) -22.6 (13.4) -3.2 (17.9) -33.8 (14.9) -21.1 (10.1)

9.6 (10.7) -8.3 (15.9) -12.8 (15.8) -126.4 (21.5)

7.7 (10.5) 27.1 (11.3) -17.0 (13.6) -55.4 (16.8)

russian federation

-4.9 (6.9) -22.7 (14.3)

c c 15.5 (10.7)

-0.6 (13.7) -37.7 (17.7) -17.8 (8.8) -6.5 (10.2)

2.9 (11.7) -16.6 (17.3) -5.9 (9.6)

27.8 (14.1) -11.6 (7.1) -33.8 (13.8)

c c 5.8 (5.8) -1.6 (5.4)

1.2 (13.6) -5.2 (13.3) -1.9 (5.4)

Chinese Taipei

2.8 (8.9) -2.8 (12.4) -23.9 (7.9) 17.7 (8.2) -0.3 (7.5) 21.4 (7.5) -27.2 (8.7) 15.1 (7.6) 19.0 (6.9) -25.7 (6.9)

Thailand

3.7 (14.7) -39.9 (21.5) 13.9 (8.3) 12.4 (10.7) 14.5 (7.8) -9.5 (7.5) -1.7 (10.5) -8.4 (9.8) -13.5 (13.4)

Trinidad and Tobago

9.7 (10.7) 16.9 (14.5) -26.1 (14.6) 15.8 (8.7) 19.8 (13.4) 13.3 (13.2) -16.6 (12.5)

4.3 (12.8) -21.8 (11.7) -6.4 (7.6)

4.5 (12.3) Note: Values that are statistically significant are indicated in bold (see Annex A3).

1. Multilevel regression model (student and school levels): Reading performance is regressed on the variables of school policies and practices as well as socio-economic and demographic background variables presented in this table. 1

2 http://dx.doi.org/10.1787/888932343285

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

Annex B1 : Results foR countRies And economies

[ Part 2/2 ]

Relationships between schools’ assessment and accountability policies and reading performance, Table IV.2.9c accounting for students’ and schools’ socio-economic and demographic background

student socio-economic and demographic background 1 school socio-economic and demographic background 1

al status

x of

al status of

age PIsa

ant bac

ver

e people)

ease)

hool a x of economic,

hool size (per 100

hool size (per 100 hool in a small to hool in city (100 000

student is a female

student without an immigr

student's language at home is the same as the language of assessment

PIsa inde economic, social and cultur of student (1 unit incr

PIsa inde economic, social and cultur student (squar

sc inde social and cultur status (1 unit incr

sc students)

sc students) (squar sc or village (15 000 or less people) sc or mor e e e e e e e e e e

Change in scor s.e. Change in scor s.e. Change in scor s.e. australia

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

s.e.

Change in scor

OECD belgium

Czech republic

0.1 (0.0) -1.0 (5.4) -3.2 (6.4)

-0.2 (0.2) -32.1 (18.1) -35.6 (12.6)

New Zealand

-0.3 (1.2) -7.4 (6.1) -9.0 (8.1)

slovak republic

0.3 (0.3) -8.3 (7.7) -3.9 (9.0)

-0.8 (0.4) -10.3 (11.2) -1.2 (8.0)

0.0 (0.0) -3.1 (7.6) -5.7 (13.5)

united Kingdom

united states

oeCD average

artners P azerbaijan

0.5 (0.2) -18.3 (16.8) -21.8 (13.2)

Dubai (uae)

Hong Kong-China

0.3 (0.2) -5.6 (10.7) -3.5 (9.1)

-0.2 (0.2) -32.1 (18.1) -35.6 (12.6)

0.4 (0.2) -10.7 (10.8) -16.6 (12.4)

-0.1 (0.1) -9.0 (15.2) -2.6 (19.6)

0.0 (0.0) -4.5 (14.4) -0.6 (13.1)

russian federation

0.3 (0.2) -5.1 (13.5) -3.1 (10.3)

Chinese Taipei

0.0 (0.0) -28.8 (10.1) -6.0 (7.8)

Trinidad and Tobago 46.4 (2.4)

0.0 (0.0) 25.1 (8.0) 12.2 (7.1) Note: Values that are statistically significant are indicated in bold (see Annex A3).

1. Multilevel regression model (student and school levels): Reading performance is regressed on the variables of school policies and practices as well as socio-economic

1 and demographic background variables presented in this table. 2 http://dx.doi.org/10.1787/888932343285

Results foR countRies And economies: Annex B1

[ Part 1/1 ]

systems’ assessment and accountability policies and the relationship between reading Table IV.2.10 performance and socio-economic background of students and schools

Model for using

standardised tests

student assessments

student achievement data

(ols regression estimates)

Coef.

Coef. s.e. PIsa index of economic, social and cultural status of student (esCs)

7.11 (0.76) x Percentage of students in schools that use standardised tests

x Percentage of students in schools that use student assessments to improve instruction or curriculum (additional 10%)

x Percentage of students in schools in which achievement data are tracked over time by an administrative authority (additional 10%)

school’s average PIsa index of economic, social and cultural status

(3.26) x Percentage of students in schools that use standardised tests

x Percentage of students in schools that use student assessments to improve instruction or curriculum (additional 10%)

x Percentage of students in schools in which achievement data are tracked over time by an administrative authority (additional 10%)

student is a female

student’s language at home is the same as the language of assessment

student without an immigrant background

school in a city (100 000 or more people)

school in a small town or village (15 000 or less people)

school size (100 students)

school size (100 students) (squared)

267 553 Note: estimates significant at the 5% level (p < 0.05) are in bold. Models include country fixed effects, estimate no intercept, are run for oecD countries only and use BRR

weights to account for the sampling design. All countries are weighted equally. 1 2 http://dx.doi.org/10.1787/888932343285

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

Annex B1 : Results foR countRies And economies

[ Part 1/1 ]

Relationship between schools’ average PisA index of economic, social and cultural status Table IV.2.11 and school resources

Correlation between schools’ average PIsa index of economic, social and cultural status and resources invested in education

Index of schools’

Index of quality of schools'

students’ learning time

extra-curricular activities

Index of teacher shortage educational resources

at school in language

(higher values indicate

(higher values indicate (higher values indicate

school average class size

of instruction lessons

more activities)

higher shortage) better resources)

s.e. Correlation s.e. australia

OECD austria

Czech republic

New Zealand

slovak republic

united Kingdom

united states

oeCD average

P artners azerbaijan

Dubai (uae)

Hong Kong-China

russian federation

Chinese Taipei

Trinidad and Tobago

0.33 (0.1) Notes: Values that are statistically significant are indicated in bold (see Annex A3). correlations that are greater than 0.3 are considered moderate and highlighted in blue.

1 correlations that are below -0.3 are considered moderate and highlighted in grey. 2 http://dx.doi.org/10.1787/888932343285

Results foR countRies And economies: Annex B1

[ Part 1/1 ]

Within- and between-school variation in reading performance and variation explained by resources Table IV.2.12a invested in education

Variance decomposition expressed as a