Measuring progress in reading achievement between primary and secondary school across countries

Maciej Jakubowski and Artur Pokropek ()

No 2011-20, Working Papers from Faculty of Economic Sciences, University of Warsaw

Abstract: This paper discusses a method to compare progress in reading achievement from primary to secondary school across countries. The method is similar to value-added models that take into account intake levels when comparing student progress in different schools. Value-added models are preferred over raw scores as they better reflect school efforts. The method discussed in this paper uses measures of achievement in primary schools from PIRLS and compares them to secondary school results from PISA. Changes in achievement are estimated using IRT models and random draws of test items. Results describe an interval in which estimates of progress can lie, depending on the comparability of these two assessments. Estimates of progress are also adjusted for student age, gender and other characteristics that differ between countries and surveys. Separate results by gender, immigrant status, and proficiency level provide a detailed picture of how students in different countries progress in school from the age of 10 to 15.

Keywords: human capital; cognitive skills; international student achievement tests; education; PISA; PIRLS (search for similar items in EconPapers)
JEL-codes: I21 I24 J24 O15 P50 (search for similar items in EconPapers)
Pages: 60 pages
Date: 2011
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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http://www.wne.uw.edu.pl/inf/wyd/WP/WNE_WP60.pdf First version, 2011 (application/pdf)

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Persistent link: https://EconPapers.repec.org/RePEc:war:wpaper:2011-20

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