Model with demographic and

Model with

socio-economic

Total variance Total variance

empty (or fully

demographic and

Model with school

background and

Total variance

within schools between schools

unconditional)

socio-economic 2 policies and

with school policies

in student

as a percentage

and practices 4

performance

of total variance of total variance

% % australia

Within- between- Within- between- Within- between- Within- between-

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

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

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

Results foR countRies And economies: Annex B1

[ Part 2/2 ]

Within- and between-school variation in reading performance and variation explained Table IV.2.2a by schools’ policies on selecting and grouping students

Within-school variance expressed as a percentage

between-school variance expressed as a percentage

of the average variance in student performance

in reading across oeCD countries

in reading across oeCD countries n -

solely

Jointly accounted

solely

Jointly accounted w ee ce

b et n schools’ socio-

accounted for

for by students’ and

accounted for

by students’ and

g ar ia economic and

by schools’

schools’ socio-economic

ariance by students’ and

by schools’

for demographic

background and schools’ n in ai o lv demographic

policies on

and demographic

schools’ socio-

policies on

and socio-economic

policies on selecting o background

selecting and

background and schools’

economic and

selecting and

and grouping students em r sc h %

grouping

policies on selecting

students

and grouping students

remaining within- sc hool v

OECD belgium

Czech republic

New Zealand

slovak republic

united Kingdom

united states

5.1 0.2 -0.4

oeCD average

artners P azerbaijan

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

1 policies and practices. 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 ]

Relationships between schools’ policies on selecting and grouping students Table IV.2.2b and reading performance

schools’ policies on selecting and grouping students 1 school is very likely to transfer

students with low achievement,

Percentage of students

school with high academic

behavioural problems

school with ability grouping who repeated one

selectivity for school admittance

or special learning needs

for all subjects

or more grades

Change in score s.e. australia

Change in score

s.e.

Change in score

s.e.

Change in score

OECD austria

Czech republic

c c -25.7

c c c c -18.4

c c -1.2

New Zealand

c c 6.7 (9.3)

c c -16.3

slovak republic

united Kingdom

united states

oeCD average

P artners azerbaijan

Dubai (uae)

Hong Kong-China

c c 4.0 (13.8)

russian federation

c c -2.6

Chinese Taipei

Trinidad and Tobago

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

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

162 © 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’ policies on selecting and grouping students and reading Table IV.2.2c performance, accounting for students’ and schools’ socio-economic and demographic background

schools’ policies on selecting and grouping students 1 student socio-economic and demographic background 1

school is very

PIsa index

of economic, PIsa index school with

likely to transfer

Percentage

student's

social and of economic, high academic

students with

of students

language at

cultural status social and selectivity

low achievement,

home is the

of student cultural status for school

behavioural

with ability

repeated

without an

same as the

(1 unit of student admittance

problems or special grouping for

one or more

student

immigrant

language of

increase) (squared) Change

learning needs

all subjects

grades

is a female

background

assessment

Change Change in score s.e.

s.e. in score s.e. in score s.e. australia

in score

s.e.

in score s.e. in score s.e. in score s.e. in score s.e. in score

OECD austria

Czech republic

c c c c -1.8

c c -0.4

c c -0.5

c c c c -14.0 (10.5) -2.7

c c -1.2 (12.9) -1.6

c c 28.2 (2.8)

c c 43.1 (5.7)

New Zealand

c c 11.2 (11.4)

c c 1.1 (8.0)

c c 48.3 (3.5)

c c -10.4 (6.8) -0.8

slovak republic

united Kingdom

united states

oeCD average

artners P azerbaijan

Dubai (uae)

Hong Kong-China

Montenegro -15.4

c c 15.6 (9.6) -0.3

russian federation

c c 5.5 (6.3) -1.2

Chinese Taipei

Trinidad and Tobago

0.0 (0.9) 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 on socio-

1 economic and demographic background variables presented in this table. 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’ policies on selecting and grouping students and reading Table IV.2.2c performance, accounting for students’ and schools’ socio-economic and demographic background

student socio-economic and demographic background 1

school average PIsa index

of economic, social

school size

school in a small town

and cultural status

school size

(per 100 students)

or village school in city

(1 unit increase)

(per 100 students)

(squared)

(15 000 or less people) (100 000 or more people)

s.e. in score s.e. australia

in score

s.e.

in score

s.e.

in score

s.e.

in score

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

19.6 (5.8) 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 on socio- economic and demographic background variables presented in this table. 1

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

Results foR countRies And economies: Annex B1

[ Part 1/1 ]

school systems’ policies on transferring and grouping students and the relationship between Table IV.2.3 reading performance and socio-economic background of students and schools

Model for transferring

Model for first age of selection

of students

(ols regression estimates)

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

Coef.

s.e.

22.35 (0.36) x each additional year of selection prior to age 15

x Percentage of students in schools that transfer students due to low achievement, behavioural problems or special learning needs (each additional 10%)

school average PIsa index of economic, social and cultural status

47.32 (1.27) x each additional year of selection prior to age 15

x Percentage of students in schools that transfer students due to low achievement, behavioural problems or special learning needs (each 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 (per 100 students)

school size (per 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 1/2 ]

Within- and between-school variation in reading performance and variation explained Table IV.2.4a by school governance

Variance decomposition expressed as a percentage of the average variance in student performance

Variance

remaining variance

in reading across oeCD countries

Model with demographic and