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Assessing Non-school and School Base...

Croft, Alicia Suzanne.

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Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden./
Author:	Croft, Alicia Suzanne.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3732306
ISBN:	9781339192208

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
Croft, Alicia Suzanne.

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden. - 133 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2015.

In the 1990s Sweden and Finland performed roughly equally on international tests of math and reading skills yet today, Swedish students are a year's worth of learning behind their Finnish peers in math and reading and two years' worth of learning behind in science. What explains the "Finland Phenomenon" and why did its Scandinavian neighbor, so similar in many ways, not enjoy the same improvements? The typical lens used to address this kind of question focuses on differences in the countries' school systems. But I consider whether changes in the broader social environment provide leverage for understanding this puzzle. With data from the Programme for International Student Assessment (PISA) 2012, I find that gaps in 15 year old students' math, reading and science test scores between the two countries are better understood as a result of differences in non-school rather than school characteristics. For example, demographic changes to Sweden's population (mostly increased immigration) explain between 23% and 30% of the performance gap between these two countries. Overall, this dissertation highlights the value in exploring how students' lives outside of school can explain trends in international test scores.

ISBN: 9781339192208Subjects--Topical Terms:

516174
Sociology.

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
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245 1 0 $a Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
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500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Douglas Downey.
502 $a Thesis (Ph.D.)--The Ohio State University, 2015.
520 $a In the 1990s Sweden and Finland performed roughly equally on international tests of math and reading skills yet today, Swedish students are a year's worth of learning behind their Finnish peers in math and reading and two years' worth of learning behind in science. What explains the "Finland Phenomenon" and why did its Scandinavian neighbor, so similar in many ways, not enjoy the same improvements? The typical lens used to address this kind of question focuses on differences in the countries' school systems. But I consider whether changes in the broader social environment provide leverage for understanding this puzzle. With data from the Programme for International Student Assessment (PISA) 2012, I find that gaps in 15 year old students' math, reading and science test scores between the two countries are better understood as a result of differences in non-school rather than school characteristics. For example, demographic changes to Sweden's population (mostly increased immigration) explain between 23% and 30% of the performance gap between these two countries. Overall, this dissertation highlights the value in exploring how students' lives outside of school can explain trends in international test scores.
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650 4 $a Educational sociology. $3 519608
650 4 $a Scandinavian studies. $3 3176828
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