Suchergebnisse

Equity in education has recently become a hot topic for international debate and it has gained much interest in the Netherlands as well the last years. In this study, we evaluate and compare equity across the educational systems of European Union member states with a focus on the Dutch context by using PISA 2015 data. PISA 2015 considers inclusive education and fairness as important aspects of equity. Inclusive education is reflected in the segment of students that are 15 years of age and are still in school as well as those students who obtain a basic level to function well in society. Fairness relates to how well countries manage to achieve education outcomes independent of the background characteristics of students. EU countries are compared with one another on these categories using effect sizes derived from differences in PISA scores in science, reading and mathematics. Particular attention is paid to equity results in the Netherlands. Although there is still room for improvement, for many aspects of equity, the Dutch education system scores well when compared to other EU countries ; La equidad en educación se ha convertido recientemente en un tema central para los debates internacionales y en los Países Bajos también ha adquirido mucho interés en los últimos años. En este estudio evaluamos y comparamos la equidad en los sistemas educativos de los Estados miembros de la Unión Europea en la base de resultados de PISA 2015 haciendo hincapié en el contexto neerlandés. PISA 2015 considera la educación inclusiva y la justicia como unos aspectos importantes de la equidad. La educación inclusiva está reflejada en un segmento de estudiantes de 15 años que siguen estudiando en colegio o ya han obtenido un nivel básico de educación para funcionar en la sociedad. La justicia se relaciona con lo como los países consiguen lograr los resultados buenos de enseñanza independientemente de las características del entorno de los estudiantes. Se comparan los países de la UE entre sí, en estas categorías utilizando los tamaños de efecto derivados de las diferencias en los resultados obtenidos en las evaluaciones de PISA en ciencia, lectura y matemáticas. Se presta una atención especial a los resultados de equidad en los Países Bajos. Aunque todavía queda margen de mejora, el sistema educativo neerlandés tiene una buena puntuación comparando con otros países de la UE.

"In this article the authors examine the effect of a prepaid incentive on cooperation rates among ethnic minorities in the Netherlands. They find that the incentive did have a substantial positive effect on the cooperation rates among native sampled units and Western foreigners. Among Non-Western foreigners this effect was only modest. Furthermore, the authors also matched ethnic minorities with native sampled units using propensity score matching to compare the effect of the incentive on the cooperation rates among ethnic minorities and 'comparable' native sampled units. They found that the increase in cooperation rate was larger among natives compared to the increase in cooperation rate among ethnic minorities." (author's abstract)

AbstractIn a Bayesian Covariance Structure Model (BCSM) the dependence structure implied by random item parameters is modelled directly through the covariance structure. The corresponding measurement invariance assumption for an item is represented by an additional correlation in the item responses in a group. The BCSM for measurement invariance testing is defined for mixed response types, where the additional correlation is tested with the Bayes factor. It is shown that measurement invariance can be tested simultaneously across items and thresholds for multiple groups. This avoids the risk of capitalization on chance that occurs in multiple-step procedures and avoids cumbersome procedures where items are examined sequentially. The proposed measurement invariance procedure is applied to PISA data, where the advantages of the method are illustrated.