(No) Trade-off between numeracy and verbal reasoning development: PISA evidence from Italy's academic tracking

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC ACS Applied Electronic Materials Pub Date : 2022-11-01 DOI:10.1016/j.intell.2022.101703

Matteo Zullo

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Abstract

The study uses PISA data to evaluate cognitive development trade-offs between numeracy and literacy skills. The compendious literature validating the educational and financial gains from technical education fails to address the potential underdevelopment of verbal skills. Exploiting academic tracking in Italy’s high school education with distinctive Liberal Arts (n = 841) and STEM (n = 1968) pathways, the study rules out any cognitive trade-off and estimates the STEM premium on the reading section at about one-fifth of an international standard deviation (20 PISA points). Decomposition of the education production function reveals that the technical track outperforms Liberal Arts due to greater educational production efficiency overcompensating for worse educational production inputs. Further regression analysis links the STEM advantage to the four additional instructional units in math and physics. Robustness checks conducted using TIMSS and PIRLS test scores exclude that effects are secondary to differences in preexisting levels of student skills.¹

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(否)计算能力和语言推理发展之间的权衡:来自意大利学术跟踪的PISA证据

该研究使用PISA数据来评估计算能力和读写能力之间的认知发展权衡。简明扼要的文献验证了技术教育的教育和经济收益，但未能解决语言技能潜在的发展不足。该研究利用意大利高中教育中独特的文科(n = 841)和STEM (n = 1968)途径的学术跟踪，排除了任何认知上的权衡，并估计STEM在阅读部分的优势约为国际标准偏差(PISA 20分)的五分之一。对教育生产函数的分解表明，由于更高的教育生产效率过度补偿了更差的教育生产投入，技术轨道优于文科。进一步的回归分析将STEM的优势与数学和物理的四个额外教学单元联系起来。使用TIMSS和PIRLS测试分数进行的稳健性检查排除了影响是继发于先前存在的学生技能水平差异

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