Evaluating education systems
| Autor: | Edward Levavasseur, Nicolas Gravel, Patrick Moyes |
|---|---|
| Přispěvatelé: | Centre de sciences humaines de New Delhi (CSH), Ministère de l'Europe et des Affaires étrangères (MEAE)-Centre National de la Recherche Scientifique (CNRS), Aix-Marseille Sciences Economiques (AMSE), École des hautes études en sciences sociales (EHESS)-École Centrale de Marseille (ECM)-Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Groupe de Recherche en Economie Théorique et Appliquée (GREThA), Centre National de la Recherche Scientifique (CNRS)-Université de Bordeaux (UB), Institut Français de Pondichéry / Centre de Sciences Humaines, École des hautes études en sciences sociales (EHESS)-Aix Marseille Université (AMU)-École Centrale de Marseille (ECM)-Centre National de la Recherche Scientifique (CNRS), Université de Bordeaux (UB)-Centre National de la Recherche Scientifique (CNRS), This work was supported by the Agence Nationale de la Recherche [ANR-15-CE26-0004,ANR-16-CE41-0005,ANR-17-EURE-020,ANR-18-EQUI-0003] and by the Fondation AMIDEX (Aix-Marseille Université)., ANR-15-CE26-0004,RediPref,Les préférences pour la redistribution: fondements, représentation et implications pour les décisions sociales(2015), ANR-16-CE41-0005,ORDINEQ,La Mesure des Inégalités Ordinales et Multidimensionnelles(2016), ANR-17-EURE-0020,AMSE (EUR),Aix-Marseille School of Economics(2017), ANR-18-EQUI-0003,ES-R010811-1,Les défis des Inégalités: Une perspective Indo-Européenne(2018), ANR-11-IDEX-0001,Amidex,INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE(2011), Agence Nationale de la Recherche, Naik, Anurupa |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Economics and Econometrics
MESH: D63 I21 I23 O57 inequality math scores Inequality media_common.quotation_subject JEL: O - Economic Development Innovation Technological Change and Growth/O.O5 - Economywide Country Studies/O.O5.O57 - Comparative Studies of Countries [SHS.EDU]Humanities and Social Sciences/Education [SHS.EDU] Humanities and Social Sciences/Education dominance Education opportunities Joint probability distribution 0502 economics and business Economics Cognitive skill 050207 economics 10. No inequality media_common 050208 finance [QFIN]Quantitative Finance [q-fin] 4. Education 05 social sciences International comparisons JEL: I - Health Education and Welfare/I.I2 - Education and Research Institutions/I.I2.I21 - Analysis of Education JEL: I - Health Education and Welfare/I.I2 - Education and Research Institutions/I.I2.I23 - Higher Education • Research Institutions [SHS.ECO]Humanities and Social Sciences/Economics and Finance [QFIN] Quantitative Finance [q-fin] Dominance (ethology) family background JEL: D - Microeconomics/D.D6 - Welfare Economics/D.D6.D63 - Equity Justice Inequality and Other Normative Criteria and Measurement maths scores international comparisons Cognitive psychology |
| Zdroj: | Applied Economics Applied Economics, Taylor & Francis (Routledge), In press, pp.1-31. ⟨10.1080/00036846.2021.1922586⟩ Applied Economics, 2021, 53 (45), pp.5177-5207. ⟨10.1080/00036846.2021.1922586⟩ Applied Economics, Taylor & Francis (Routledge), 2021, 53 (45), pp.5177-5207. ⟨10.1080/00036846.2021.1922586⟩ |
| ISSN: | 0003-6846 1466-4283 |
| Popis: | This paper proposes two dominance criteria for evaluating education systems described as joint distributions of the pupils' cognitive skill achievements and family backgrounds. The first criterion is shown to be the smallest transitive ranking of education systems compatible with three elementary principles. The first principle requires any improvement in the cog-nitive skill of a child with a given family background to be recorded favorably. The second principle demands that any child's cognitive skill be all the more favorably appraised as the child is coming from an unfavorable background. The third principle states that when two different skills and family backgrounds are allocated between two children, it is preferable that the high skill be given to the low background child than the other way around. The criterion considers system A to be better than system B when, for every pair of reference background and skill, the fraction of children with both a lower background and a better skill than the reference is larger in A than in B. Our second criterion completes the first by adding to the three principles the elitist requirement that a mean-preserving spread in the skills of two children with the same background be recorded favorably. We apply our criteria to the ranking of education systems of 43 countries, taking the PISA score in mathematics as the measure of cognitive skills and the largest of the two parents International Socio Economic Index as the indicator of background. We show that, albeit incomplete, our criteria enables conclusive comparisons of about 19% of all the possible pairs of countries. Education systems of fast-growing Asian economies-in particular Vietnam-appear at the top of our rankings while those of relatively wealthy arabic countries such as Lebanon, United Arab Emirates and Jordan are at the bottom. The fraction of countries that can be ranked successfully happens to be only mildly increased as a result of adding elitism to the three other principles. |
| Databáze: | OpenAIRE |
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