OECD Programme for International Student Assessment PISA Strong

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 11 Programme for International Student Assessment Strong performers and successful reformers Lessons from PISA Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 22 PISA 2009 in brief PISA countries in 2001 2003 2000 2009 2006 1998 q Coverage world economy 83% Over half a million of students… 81% 77% 86% 85% 87% l representing 28 million 15 -year-olds in 74* countries/economies … took an internationally agreed 2 -hour test… Goes beyond testing whether students can reproduce what they were taught… 65 … to assess students’ capacity to extrapolate Routine from manual what they Changes in labour demand know and creatively apply their knowledge in novel situations l 60 … and responded to questions on… l q Nonroutine manual 55 personal background, their schools their Routine cognitive and their engagement with learning and school 50 Parents, principals and system leaders provided Nonroutine data on… l * analytic school policies, practices, resources and institutional factors 45 that help explain performance differences Nonroutine. interactive Data for 40 Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011 1960 1970 1980 1990 2002

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 55 What 15 -year-olds can do

Shanghai-China High reading performance Large cities in Japan Singapore New Zealand Japan Australia Belgium Poland, Switzerland United States Germany, Sweden France, Ireland Hungary, United Kingdom Macao-China Slovenia OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 66 Slovak Czech Republic, Luxembourg, Israel Austria Dubai (UAE) Average performance of 15 -year-olds in 540, 000 Korea reading – extrapolate Finland Hong Kong-China and apply Canada 520, 000 Netherlands Norway , Estonia Iceland 500, 000 Liechtenstein Chinese Taipei Denmark Portugal Italy Latvia Greece 480, 000 Spain Croatia Lithuania Turkey 460, 000 Russian Federation Chile Serbia 55 45 440, 000 35 25 0 … 17 countries perform below this line Low reading performance

High reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 77 High average performance Large socio-economic disparities Average performance 15 -year-olds Highof average performancein science – extrapolate High social equity and apply Strong socioeconomic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities High social equity Low reading performance

Australia High reading performance Belgium Canada High average performance Chile Czech Rep Large socio-economic disparities High social equity Denmark Finland Germany Greece Hungary Iceland Ireland Israel Strong socio. Socially equitable Italy economic impact on distribution of learning Japan student performance opportunities Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Spain Low average performance Sweden Switzerland Large socio-economic disparities High social equity UK US Low reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 88 2009 Durchschnittliche Schülerleistungen im Bereich Mathematik

Australia High reading performance Belgium Canada High average performance Chile Czech Rep Large socio-economic disparities High social equity Denmark Finland Germany Greece Hungary Iceland Ireland Israel Strong socio. Socially equitable Italy economic impact on distribution of learning Japan student performance opportunities Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Spain Low average performance Sweden Switzerland Large socio-economic disparities High social equity UK US Low reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 99 2009 Durchschnittliche Schülerleistungen im Bereich Mathematik

Strong performers and successful reformers Andreas Schleicher 28 June 2011 10 10 High performing systems often prioritize the quality of teachers over the size of classes Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Salary as % of GDP/capita Instruction time 1/teaching time 1/class size Difference with OECD average Percentage points 15 10 0 -5 Poland United States Sweden Finland Mexico Ireland Iceland Norway Hungary Czech Republic Austria Italy Denmark Netherlands France New Zealand United Kingdom Australia Japan Greece Germany Luxembourg Korea Belgium Switzerland Spain -10 Portugal OECD Programme for International Student Assessment PISA 5

Australia High reading performance Belgium Canada High average performance Chile Czech Rep Large socio-economic disparities High social equity Denmark Finland Germany Greece Hungary Iceland Ireland Israel Strong socio. Socially equitable Italy economic impact on distribution of learning Japan student performance opportunities Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Spain Low average performance Sweden Switzerland Large socio-economic disparities High social equity UK US Low reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 11 11 2009 Durchschnittliche Schülerleistungen im Bereich Mathematik

Australia High reading performance Belgium Canada High average performance Chile Czech Rep Large socio-economic disparities High social equity Denmark Finland Germany Greece Hungary Iceland Ireland Israel Strong socio. Socially equitable Italy economic impact on distribution of learning Japan student performance opportunities Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Spain Low average performance Sweden Switzerland Large socio-economic disparities High social equity UK US Low reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 12 12 2000 Durchschnittliche Schülerleistungen im Bereich Mathematik

Australia High reading performance Belgium Canada High average performance Chile Czech Rep Large socio-economic disparities High social equity Denmark Finland Germany Greece Hungary Iceland Ireland Israel Strong socio. Socially equitable Italy economic impact on distribution of learning Japan student performance opportunities Korea Luxembourg Mexico Netherlands New Zealand Other rapid improvers in reading: Norway Peru, Indonesia, Latvia, Israel and Brazil Poland Japan among top-performers Portugal Rapid improvers in mathematics: Spain Mexico, Greece, Portugal, Italy and Low Brazil, average. Turkey, performance Low average performance Sweden Germany Switzerland Large socio-economic disparities High social equity Rapid improvers in science: UK Qatar, Turkey, Portugal, Korea, Brazil, Colombia, US Italy, Norway, United States, Poland Low reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 13 13 2000 Durchschnittliche Schülerleistungen im Bereich Mathematik

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 14 14 Changes in performance by type of task Increase percentage correct 10 9 OECD 8 Japan 7 6, 5 6 5 4 2009 3 1, 7 2 1 0 0, 8 2006 2009 Multiple-choice - reproducing knowledge 1, 7 2006 Open-ended - constructing knowledge

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 15 15 Quality differences between schools

Japan School performance and students’ socio-economic background within schools Student performance and schools’ socio-economic background Private school Public school in rural area Public school in urban area Score 700 Student performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 16 16 School performance and socio-economic background 493 200 -1, 5 Disadvantage -0, 5 PISA Index of socio-economic background 1, 5 Advantage

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 19 19 Beyond cognitive skills

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 20 20 Percentage 80 70 40 30 0 Percentage of students reading for enjoyment 100 90 OECD 69 50 2006 20 2000 Japan 64 60 56 45 2006 2009 10 2009

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 29 29 Student-teacher relationships Percentage Most of my teachers really listen to what I have to say 100 OECD 90 Japan 80 70 68 65 60 50 50 40 30 63 2006 2009 20 2006 2009 10 0 2009

Policy Policies and practices Learning climate R R System OECD Programme for International Student Assessment Teacher behaviour Parental pressure Teacherstudent relationsh ips with Dealing heterogeneity Grade repetition Prevalenc e of tracking Expulsion s. Ability grouping (all Standards subjects) /accountabili ty Nat. examinati on E School Equity Discipline Andreas Schleicher 7 December 2010 PISA What students know and can do 32 32

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 33 33 Does it all matter?

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 34 34 Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada) after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1) Odds ratio higher education entry Age 19 Age 21 Level 2 chool SLevel PISA p ge 15 at a marks 3 Level g 4 e 15 Level 5 ance erform at a 20 18 16 14 12 10 8 6 4 2 0

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 35 35 What does it all mean?

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 36 36 Tools Standards Processes Curricula People Selection Teachers Technology Preparation Practices Principals Instruction Assessments Recruitment/induction Student Design, implementation Support personnel Intervention learning Data systems organisation and. Work alignment of policies Families Support systems Development Supervision Retention

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 37 37 r to universal achievement A commitment to education and the belief that competencies can be learned and. Goals, therefore all children can achieve gateways, Coherence instructional systems Universal educational standards and personalisation as the approach to heterogeneity in the student body… … as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity Capacity at l Clear articulation who is responsible for A learning point of system ensuring student success and to whom delivery l Lessons from PISA on successful education systems Resources where they yield most Incentives and accountabilit y

High reading performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 38 38 2009 High average performance Large socio-economic disparities Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Strong socioeconomic impact on student performance Socially equitable distribution of learning opportunities Low and average performance Early selection institutional differentiation Large socio-economic disparities Low average performance High degree of stratification Low reading performance High social equity

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 39 39 to universal achievement Clear ambitious goals that are shared across Goals, the system and aligned with high stakes gateways, Coherence instructional gateways and instructional systems r l Lessons from PISA on successful education systems l A learning system Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved) High level of metacognitive content of instruction Capacity at point of delivery Resources where they yield most Incentives and accountabilit y

to universal achievement OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 40 40 Goals, gateways, instructional systems Coherence r Capacity at the point of delivery l A learning system Attracting, developing and retaining high quality teachers and school leaders and a work organisation in which they can use their potential Capacity at point of Instructional leadership and human resource delivery management in schools Keeping teaching an attractive profession System-wide career development Lessons from PISA on successful education systems l l l Resources where they yield most Incentives and accountabilit y

to universal achievement OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 43 43 r Goals, Incentives, accountability, knowledge management gateways, l Coherence Aligned incentive structures For students l l How gateways affect the strength, direction, clarity and nature of the incentives operating on students at each stage of their education Degree to which students have incentives to take tough courses and study hard Opportunity costs for staying in school and performing well Lessons from PISA For teacherson successful Make innovations in pedagogy and/or organisation A learning systems their own performance system Improveeducation l l l l instructional systems and the performance of their colleagues Pursue professional development opportunities that lead to stronger pedagogical practices Capacity at point of delivery A balance between vertical and lateral accountability Effective instruments to manage and share knowledge and spread innovation – communication. Incentives within the system and Resources and where they with stakeholders around it accountabilit yield most y A capable centre with authority and legitimacy to act

School autonomy, accountability and student performance OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 46 46 Impact of school autonomy on performance in systems with and without PISA score in reading accountability arrangements 500 498 490 493 495 489 School autonomy in resource allocation Schools with mor Schools with less 480 Systems with more accountability System’s accountability arrangements Systems with less accountability

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 47 47 Local responsibility and system-level prescription Trend in OECD countries System-level prescription ‘Tayloristic’ work organisation Schools today The industrial model, detailed prescription of what schools do Schools tomorrow? Building capacity Finland today Every school an effective school Schools leading reform Teachers as ‘knowledge workers’

to universal achievement OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 49 49 Coherence A learning system r Goals, gateways, instructional systems Lessons from PISA on successful education systems Investing resources where they can make most of a difference l l Alignment of resources with key challenges (e. g. attracting the most talented teachers to the Incentives most challenging classrooms) Resources and where they Effective spending choices that prioritise high accountabilit yieldover mostsmaller classes quality teachers y Capacity at point of delivery

to universal achievement Strong performers and successful reformers Andreas Schleicher 28 June 2011 50 50 Coherence A learning system OECD Programme for International Student Assessment PISA r Goals, gateways, instructional systems l l Lessons from PISA on successful education systems An outward orientation of the system to keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system A learningchallenges and potential future Recognising system threats to current success, learning from them, designing responses and implementing these Resources where they yield most Incentives and accountabilit y Capacity at point of delivery

to universal achievement OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 51 51 r Coherence of policies and practices l l Alignment of policies across Coherence all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation (without excessive control) A learning system Goals, gateways, instructional systems Lessons from PISA on successful education systems Resources where they yield most Incentives and accountabilit y Capacity at point of delivery

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 53 53 Education reform trajectories The old bureaucratic system Some students learn at high levels Student inclusion The modern enabling system All students need to learn at high levels Curriculum, instruction and assessment Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working Teacher quality Few years more than secondary High-level professional knowledge workers Work organisation ‘Tayloristic’, hierarchical Flat, collegial Accountability Primarily to authorities Primarily to peers and stakeholders

OECD Programme for International Student Assessment PISA Strong performers and successful reformers Andreas Schleicher 28 June 2011 59 59 Find out more about PISA at… l OECD www. pisa. oecd. org – All national and international publications – The complete micro-level database l U. S. White House www. data. gov l Email: Andreas. Schleicher@OECD. org Thank you ! … and remember: Without data, you are just another person with an opinion