{"title":"Scottish Performance in the Programme for International Student Assessment, 2006–2022: Falling Attainment and Rising Inequality","authors":"Lindsay Paterson","doi":"10.3366/scot.2024.0497","DOIUrl":null,"url":null,"abstract":"The Programme for International Student Assessment (PISA), run by the Organisation for Economic Cooperation and Development (OECD), is the largest regular investigation of school students’ attainment globally. It has been conducted usually every three years since 2006, measuring attainment of 15-year-olds in reading, mathematics and science. It also records wide-ranging information about students’ social characteristics and about their experience of school. The most recent round, in 2022, showed Scottish attainment to have fallen in all three domains. Although the decline since 2018 was partly due to the disruption caused by the Covid pandemic, this was not the whole explanation because Scottish scores have been falling since 2006. At the same time, social inequality has been widening. The paper summarises the evidence on this, and, by comparing the Scottish results with those in England, considers whether part of the explanation might be the different policies on the school curriculum in the two systems.","PeriodicalId":43295,"journal":{"name":"Scottish Affairs","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scottish Affairs","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3366/scot.2024.0497","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"POLITICAL SCIENCE","Score":null,"Total":0}
引用次数: 0
Abstract
The Programme for International Student Assessment (PISA), run by the Organisation for Economic Cooperation and Development (OECD), is the largest regular investigation of school students’ attainment globally. It has been conducted usually every three years since 2006, measuring attainment of 15-year-olds in reading, mathematics and science. It also records wide-ranging information about students’ social characteristics and about their experience of school. The most recent round, in 2022, showed Scottish attainment to have fallen in all three domains. Although the decline since 2018 was partly due to the disruption caused by the Covid pandemic, this was not the whole explanation because Scottish scores have been falling since 2006. At the same time, social inequality has been widening. The paper summarises the evidence on this, and, by comparing the Scottish results with those in England, considers whether part of the explanation might be the different policies on the school curriculum in the two systems.
期刊介绍：
Scottish Affairs, founded in 1992, is the leading forum for debate on Scottish current affairs. Its predecessor was Scottish Government Yearbooks, published by the University of Edinburgh''s ''Unit for the Study of Government in Scotland'' between 1976 and 1992. The movement towards the setting up the Scottish Parliament in the 1990s, and then the debate in and around the Parliament since 1999, brought the need for a new analysis of Scottish politics, policy and society. Scottish Affairs provides that opportunity. Fully peer-reviewed, it publishes articles on matters of concern to people who are interested in the development of Scotland, often setting current affairs in an international or historical context, and in a context of debates about culture and identity. This includes articles about similarly placed small nations and regions throughout Europe and beyond. The articles are authoritative and rigorous without being technical and pedantic. No subject area is excluded, but all articles pay attention to the social and political context of their topics. Thus Scottish Affairs takes up a position between informed journalism and academic analysis, and provides a forum for dialogue between the two. The readers and contributors include journalists, politicians, civil servants, business people, academics, and people in general who take an informed interest in current affairs.
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