Percentage of students in schools with the following uses of achievement data: Used in decisions about

Tracked over time by an Posted publicly

Used in evaluation of the

Used in evaluation of

instructional resource

administrative authority %

principal’s performance

teachers' performance

allocation to the school

% 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

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school accountability to parents

Table IV.3.14 Results based on school principals’ reports Percentage of students in schools where the school provides information to parents on student performance:

Relative to national or regional benchmarks or as a group

Relative to other students

Relative to national

As a group relative to students in relative to students in the same

in the same school

or regional benchmarks

the same grade in other schools grade in other schools

% S.E. Australia

OECD Austria

Czech Republic

a a 38.2 (3.5)

New Zealand

Slovak Republic

United Kingdom

United States

OECD average

P artners Azerbaijan

a a 28.5 (3.6)

Dubai (UAE)

Hong Kong-China

a a 18.6 (2.9)

Russian Federation

Chinese Taipei

Trinidad and Tobago

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schools’ methods for monitoring teachers’ practices

Table IV.3.15 Results based on school principals’ reports Percentage of students in schools where the methods used to monitor the practice of teacher for language of instruction are:

Observation of classes Tests or assessments

Teacher peer review

by inspectors or other persons of student achievement

(of lesson plans, assessment

Principal or senior staff

external to the school %

instruments, lessons)

observations of lessons

% S.E. Australia

OECD Austria

a a a a 81.6 (1.6)

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

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students’ learning time at school

Table IV.3.16a Results based on students’ self-reports

Regular lessons at school

in language of instruction

in mathematics

in science

in mathematics and science

School

School School

Time student

variability

Time student

variability

Time student

variability Time student variability

spent for

in the

spent for

in the

spent for

in the spent for in the

distribution learning Variability distribution

per week

Variability in

of learning

per week

in learning

of learning

per week

in learning

of learning per week in learning of learning

(minutes)

learning time

time (minutes) time time

Proportion

Proportion Proportion

of the index

of the index of the index

variance

variance variance

between

between between

schools Mean S.E. S.D. S.E. schools Australia

Mean S.E.

OECD Austria

Czech Republic

New Zealand

Slovak Republic

United Kingdom

United States

OECD average

artners P Azerbaijan

Dubai (UAE)

Hong Kong-China

Russian Federation

Chinese Taipei

Trinidad and Tobago

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students’ learning time at school, by lower or upper secondary level of education

Table IV.3.16b Results based on students’ self-reports Lower secondary education (ISCED 2)

Upper secondary education (ISCED 3)

Difference between lower and upper Time student spent for learning per week

Time student spent for learning per week

secondary education in time student spent

for learning per week (minutes) Regular

lessons at

Regular Regular school in

Regular

lessons at

Regular

lessons at

lessons at lessons at language of

lessons at

school in

lessons at

school in

school in school in instruction

school in

language of

school in

language of

mathematics science Mean

Dif. S.E. Dif. S.E. Australia

OECD Austria

16.3 (5.7) -24.8 (5.4) -59.0

(4.8) -11.2 (20.5) -18.6 (17.5) -37.1 (21.0)

Czech Republic

c c 104.6 (19.2)

c c c c c c 211.3

New Zealand

(3.2) -16.8 (2.8) -30.3

Slovak Republic

c c c c c c 237.6

United Kingdom

c c c c c c 218.5

United States

OECD average

46.2 (13.7) -28.0 (15.3) -23.1 (16.4)

artners P Azerbaijan

c c c c c c 166.0

Dubai (UAE)

9.0 (2.5) -16.0 (3.5) -75.6

Hong Kong-China

c c c c c c 158.2

(3.1) -15.5 (3.4) -36.3

Russian Federation

Chinese Taipei

Trinidad and Tobago

(3.7) -22.1 (3.7) -97.4

(6.0) Note: Values that are statistically significant are indicated in bold (see Annex A3). 1 2

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Percentage of students attending after-school lessons, by enrichment or remedial lessons

Table IV.3.17a Results based on students’ self-reports Attend after-school lessons for

Language of instruction

Mathematics

Science

at least one of the three subjects

Enrichment Remedial

lessons lessons

S.E. % S.E. % S.E. Australia

OECD Austria

Czech Republic

New Zealand

Slovak Republic

United Kingdom

United States

OECD average

artners P Azerbaijan

Dubai (UAE)

Hong Kong-China

Russian Federation

Chinese Taipei

Trinidad and Tobago

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Percentage of students attending after-school lessons, by hours per week

Table IV.3.17b Results based on students’ self-reports

Language of instruction

Mathematics

4 hours a week No attendance

Less than 4 hours

4 hours a week

Less than 4 hours

or more %

a week

or more

No attendance

a week

S.E. % 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

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Percentage of students attending after-school lessons, by hours per week

Table IV.3.17b Results based on students’ self-reports

Science

Other subjects

Less than 4 hours

Four hours a week

Less than 4 hours Four hours a week

No attendance

a week

or more

No attendance

a week or more

% S.E. % 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

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Percentage of students attending pre-primary education

Table IV.3.18 Results based on students’ self-reports Percentage of students reporting that they have attended pre-primary education (ISCED 0) No attendance

For one year or less

For more than one year

S.E. Australia

OECD Austria

Czech Republic

New Zealand

Slovak Republic

United Kingdom

United States

OECD average

artners Argentina

P Azerbaijan

Dubai (UAE)

Hong Kong-China

Russian Federation

Chinese Taipei

Trinidad and Tobago

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index of schools’ extra-curricular activities and reading performance, by national quarters of this index

Results based on reports from school principals and reported proportionate to the number of 15-year-olds Table IV.3.19 enrolled in the school

Index of schools’ extra-curricular activities

Variability in the index of schools’ extra-

All students

Bottom quarter

Second quarter

Third quarter

Top quarter curricular activities

Mean Standard

index S.E. deviation 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

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index of schools’ extra-curricular activities and reading performance, by national quarters of this index

Table IV.3.19 Results based on school principals’ reports Increased

Performance on the reading scale by national quarters of this index likelihood of students in the bottom quarter of this index scoring

in the bottom quarter of the

Explained

national reading variance in student Bottom

Change in the

performance performance quarter

reading score per

distribution (r-squared x 100) Mean

unit of this index

S.E. % S.E. Australia

OECD Austria 440

Czech Republic 458

New Zealand 504

Slovak Republic

United Kingdom

United States 484

OECD average 473

artners P Azerbaijan

Dubai (UAE) 440

Hong Kong-China 502

Russian Federation 447

Chinese Taipei 475

Trinidad and Tobago 373

2.2 (1.19) Note: Values that are statistically significant are indicated in bold (see Annex A3). 1 2

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index of teacher shortage and reading performance, by national quarters of this index

Table IV.3.20 Results based on school principals’ reports Performance on the reading scale

Index of teacher shortage

by national quarters of this index

Second Third Top

quarter quarter quarter

Mean Mean

S.E. score S.E. score S.E. Australia

0.14 (0.06) -1.02 (0.00) -0.44 (0.04)

OECD Austria

-0.35 (0.06) -1.02 (0.00) -1.02 (0.00) -0.20 (0.05)

-0.23 (0.03) -1.02 (0.00) -0.88 (0.01)

0.29 (0.09) -1.02 (0.00) -0.26 (0.05)

Czech Republic

-0.02 (0.04) -0.86 (0.03) -0.26 (0.00)

-0.12 (0.04) -1.01 (0.01) -0.26 (0.00)

-0.11 (0.05) -1.02 (0.00) -0.31 (0.01)

-0.42 (0.04) -1.02 (0.00) -0.80 (0.03) -0.25 (0.00)

-0.47 (0.07) -1.02 (0.00) -1.02 (0.00) -0.31 (0.03)

-0.55 (0.05) -1.02 (0.00) -1.02 (0.00) -0.49 (0.03)

-0.24 (0.00) -1.02 (0.00) -0.81 (0.00)

-0.29 (0.07) -1.02 (0.00) -0.90 (0.03) -0.01 (0.03)

0.19 (0.08) -1.02 (0.00) -0.22 (0.05)

0.13 (0.03) -1.02 (0.00) -0.19 (0.02)

-0.53 (0.05) -1.02 (0.00) -1.02 (0.00) -0.57 (0.04)

-0.02 (0.09) -1.02 (0.00) -0.64 (0.05)

New Zealand

0.07 (0.05) -1.02 (0.00) -0.29 (0.03)

-0.78 (0.04) -1.02 (0.00) -1.02 (0.00) -1.02 (0.00) -0.04 (0.05)

-0.80 (0.03) -1.02 (0.00) -1.02 (0.00) -1.02 (0.00) -0.14 (0.05)

Slovak Republic

-0.29 (0.05) -1.02 (0.00) -0.57 (0.04) -0.04 (0.02)

-0.72 (0.00) -1.02 (0.00) -1.02 (0.00) -0.88 (0.01)

-0.78 (0.02) -1.02 (0.00) -1.02 (0.00) -1.02 (0.00) -0.06 (0.03)

-0.34 (0.05) -1.02 (0.00) -0.80 (0.03) -0.09 (0.02)

-0.09 (0.05) -1.02 (0.00) -0.63 (0.04)

United Kingdom

-0.08 (0.06) -1.02 (0.00) -0.80 (0.03)

United States

-0.45 (0.06) -1.02 (0.00) -1.02 (0.00) -0.55 (0.06)

OECD average

-0.04 (0.01) -0.90 (0.01) -0.42 (0.00)

-0.06 (0.06) -1.02 (0.00) -0.54 (0.04)

-0.17 (0.06) -1.02 (0.00) -0.90 (0.03)

artners P Azerbaijan

-0.02 (0.09) -1.02 (0.00) -0.63 (0.05)

0.12 (0.05) -1.02 (0.00) -0.42 (0.03)

-0.64 (0.05) -1.02 (0.00) -1.02 (0.00) -0.59 (0.05)

0.16 (0.10) -1.02 (0.00) -0.46 (0.05)

-0.19 (0.06) -1.02 (0.00) -0.81 (0.04)

Dubai (UAE)

-0.43 (0.00) -1.02 (0.00) -1.02 (0.00) -0.56 (0.01)

Hong Kong-China

-0.50 (0.07) -1.02 (0.00) -1.02 (0.00) -0.57 (0.05)

0.30 (0.08) -0.90 (0.03) -0.04 (0.03)

-0.43 (0.06) -1.02 (0.00) -1.01 (0.01) -0.21 (0.01)

-0.06 (0.01) -1.02 (0.00) -0.79 (0.01)

-0.37 (0.05) -1.02 (0.00) -0.77 (0.03) -0.20 (0.01)

0.36 (0.00) -1.02 (0.00) -0.34 (0.01)

-0.36 (0.01) -1.02 (0.00) -0.65 (0.01) -0.21 (0.00)

-0.14 (0.09) -1.02 (0.00) -0.80 (0.06)

-0.25 (0.00) -1.02 (0.00) -1.02 (0.00) -0.24 (0.00)

-0.74 (0.03) -1.02 (0.00) -1.02 (0.00) -0.85 (0.03) -0.09 (0.04)

Russian Federation

0.13 (0.08) -1.02 (0.00) -0.44 (0.04)

-0.64 (0.05) -1.02 (0.00) -1.02 (0.00) -0.77 (0.04)

0.55 (0.11) -1.02 (0.00) -0.08 (0.06)

0.10 (0.01) -1.02 (0.00) -0.20 (0.01)

Chinese Taipei

-0.09 (0.10) -1.02 (0.00) -1.02 (0.00) -0.21 (0.04)

Trinidad and Tobago

-0.60 (0.04) -1.02 (0.00) -1.02 (0.00) -0.58 (0.04)

(4.7) Note: Values that are statistically significant are indicated in bold (see Annex A3). 1 2

0.11 (0.05) -1.02 (0.00) -0.39 (0.03)

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index of teacher shortage and reading performance, by national quarters of this index

Table IV.3.20 Results based on school principals’ reports

Percentage of students in schools with the following uses of achievement data: Used in decisions about