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Poverty and educational achievement in the U.S.: A less biased estimate using PISA 2012 data

Journal of children & poverty, 2018-01 [Peer Reviewed Journal]

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Title:
Poverty and educational achievement in the U.S.: A less biased estimate using PISA 2012 data
Author: Rutkowski, David ; Rutkowski, Leslie ; Wild, J ; Burroughs, N
Is Part Of: Journal of children & poverty, 2018-01
Description: In the current paper, we employ the most recent Programme for International Student Assessment (PISA) data to calculate a less-biased estimate of poverty on US achievement. The PISA was specifically chosen as it is an assessment removed from a specific curriculum and instead focuses on concepts that students should know in order to participate in a global economy. Using a propensity score matching approach, our findings suggest that US students in poverty have notable educational attainment deficiencies compared to a matched group of students who are not in poverty. In other words, when we select two students who have a great deal in common but for the fact that one comes from a poverty background, the student in poverty is expected to perform nearly 28 points, or about a quarter of a standard deviation lower, on the PISA assessment. In real terms, this puts math achievement for children not in poverty on-par with the Organisation for Economic Co-operation and Development (OECD) average, while children in poverty are well below the OECD average.
Language: Norwegian
Identifier: ISSN: 1079-6126
EISSN: 1469-9389
DOI: 10.1080/10796126.2017.1401898
Source: NORA Norwegian Open Research Archives

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