Which Schools and Pupils Respond to Educational Achievement Surveys?: A Focus on the English Programme for International Student Assessment Sample
Which Schools and Pupils Respond to Educational Achievement Surveys?: A Focus on the English Programme for International Student Assessment Sample
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哪些学校和学生对教育成就调查做出回应？：关注国际学生评估样本的英语项目
DOI：
10.1111/rssa.12337
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Durrant G
中科院分区：
文献类型：
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作者：
Durrant G
无反应是包括教育调查在内的社会科学研究面临的一个主要问题。因此，需要通过研究来更好地理解非反应模式以及作为一种社会现象的非反应。研究结果可能有助于改进此类调查的未来设计。使用逻辑和多层逻辑模型，我们检查了在英国“国际学生评估计划”（PISA）的重要教育成就调查中，学校和学生水平的无反应的相关性。该分析利用了来自两个大型行政来源的关于学生社会经济背景和国家公开考试成绩的异常丰富的辅助信息，这些信息来自所有接受PISA抽样的学校和学生，无论是否有回应。这些信息与PISA的目标变量高度相关。研究结果表明，与无反应相关的特征在学校和学生的水平上有所不同。我们的研究结果还表明，学校在解释学生水平的反应方面很重要，这在非反应分析中经常被忽视。我们的发现对未来的教育调查具有重要意义。例如，如果使用替代学校来改善反应，我们的结果表明，根据学生的社会经济构成来匹配初始学校和替代学校可能比目前使用的任何因素都更重要。
Non-response is a major problem facing research in the social sciences including in education surveys. Hence, research is needed to understand non-response patterns better as well as non-response as a social phenomenon. Findings may contribute to improvements in the future designs of such surveys. Using logistic and multilevel logistic modelling we examine correlates of non-response at the school and pupil level in the important educational achievement survey the ‘Programme for International Student Assessment’ (PISA) for England. The analysis exploits unusually rich auxiliary information on all schools and pupils sampled for PISA, whether responding or not, from two large-scale administrative sources on pupils’ socio-economic background and results in national public examinations. This information correlates highly with the PISA target variable. Findings show that characteristics that are associated with non-response differ between the school and pupil levels. Our results also indicate that schools matter in explaining pupil level response, which is often ignored in non-response analysis. Our findings have important implications for future education surveys. For example, if replacement schools are used to improve response, our results suggest that it may be more important to match initial and replacement schools on the socio-economic composition of their pupils than on any of the factors that are currently used.