The Socio-Economic Gradient in Teenagers' Reading Skills: How Does England Compare with Other Countries?*
The Socio-Economic Gradient in Teenagers' Reading Skills: How Does England Compare with Other Countries?*
复制标题
青少年阅读技能的社会经济梯度：英国与其他国家相比如何？*
DOI：
10.1111/j.1475-5890.2012.00157.x
复制
发表时间：
2012
期刊：
影响因子：
7.3
通讯作者：
Jerrim J
中科院分区：
文献类型：
--
作者：
Jerrim J
一些研究探讨了家庭背景和儿童在跨国背景下的成就之间的联系。一个共同的发现是，在英格兰有一个更强的关联比在发达世界的其他地区。然而，人们对英格兰在成就分布的不同点上的相对位置却关注得较少。来自贫困家庭和贫困家庭的最有能力的孩子之间的考试成绩差距特别大，还是成绩差的孩子之间的差异特别明显？这个问题是使用国际学生评估计划（比萨）2009年的数据集进行调查。在英国，家庭背景和高成就之间的联系比其他大多数发达国家都要强，而且几乎没有证据表明这种联系随着时间的推移而改变。然而，在成就分布的底部，英国的社会经济差异并不比其他地方更明显。我讨论了这些研究结果的社会流动性和教育政策在英国的影响。
A number of studies have explored the link between family background and children's achievement in a cross‐national context. A common finding is that there is a stronger association in England than in other parts of the developed world. Rather less attention has been paid, however, to England's comparative position at different points of the achievement distribution. Is the test score gap particularly big between the most able children from advantaged and disadvantaged homes, or are differences particularly pronounced between low achievers? This issue is investigated using the Programme for International Student Assessment (PISA) 2009 data set. The association between family background and high achievement is found to be stronger in England than in most other developed countries, and there is little evidence that this has changed over time. However, socio‐economic differences at the bottom of the achievement distribution are no more pronounced in England than elsewhere. I discuss the implications of these findings for social mobility and educational policy in the UK.