Equity in Education

Annex B. LIST OF TABLES AVAILABLE ON LINE

The following tables are available in electronic form only.

Chapter 2 How is equity in education changing?

 

https://doi.org/10.1787/888933831013
WEB	Table 2.1	Student performance in science, by socio-economic status
WEB	Table 2.2	Change between 2006 and 2015 in relationship between socio-economic status and science performance
WEB	Table 2.3	Change between 2003 and 2015 in relationship between socio-economic status and mathematics performance
WEB	Table 2.4	Change between 2000 and 2015 in relationship between socio-economic status and reading performance
WEB	Table 2.5	Mathematics achievement in three international assessments, by number of books at home
WEB	Table 2.6	Change between 2003 and 2015 in sense of belonging at school, by socio-economic status
WEB	Table 2.7	Sense of belonging at school and socio-economic status, by science performance
WEB	Table 2.8	Change between 2006 and 2015 in the index of science self-efficacy, by socio-economic status
WEB	Table 2.9	Science self-efficacy and socio-economic status, by science performance
WEB	Table 2.10	Change between 2006 and 2015 in students’ career expectations, by socio-economic status
WEB	Table 2.11	Students’ career expectations and socio-economic status, by science performance
WEB	Table 2.12	Educational attainment of adults born between 1901 and 1985
WEB	Table 2.13	Highest level of education completed
WEB	Table 2.14	Highest level of education completed, by age cohort
WEB	Table 2.15	Highest level of education completed by respondent’s mother or father
WEB	Table 2.16	Highest level of education completed by respondent’s mother or father, by respondent’s age cohort
WEB	Table 2.17	Intergenerational educational mobility (nine categories)
WEB	Table 2.18	Intergenerational educational mobility (three categories)
WEB	Table 2.19	Intergenerational educational mobility (three categories), by respondent’s age cohort
WEB	Table 2.20	Respondents who completed tertiary education
WEB	Table 2.21	Respondents who completed tertiary education, by age cohort
WEB	Table 2.22	Respondents who completed tertiary education, by parents’ education
WEB	Table 2.23	Respondents who completed tertiary education, by parents’ education and age cohort
WEB	Table 2.24	Increased likelihood of completing tertiary education, by parents’ education
WEB	Table 2.25	Increased likelihood of completing tertiary education, by parents’ education and age cohort
WEB	Table 2.26	Predicted probability of completing tertiary education, by parents’ education and age cohort

Chapter 3 Academic and socio-emotional resilience among disadvantaged students

 

https://doi.org/10.1787/888933831032
WEB	Table 3.1	Socio-economic status and science performance
WEB	Table 3.2	Overlapping academic resilience across types
WEB	Table 3.3	Nationally resilient students, by student characteristics
WEB	Table 3.4	Nationally resilient students, by school characteristics
WEB	Table 3.5	Core-skills resilient students, by student characteristics
WEB	Table 3.6	Core-skills resilient students, by school characteristics
WEB	Table 3.7	Internationally resilient students, by student characteristics
WEB	Table 3.8	Internationally resilient students, by school characteristics
WEB	Table 3.9a	Index of social and emotional resilience and its components
WEB	Table 3.9b	Index of social and emotional well-being and its components
WEB	Table 3.10	Social and emotional resilience, and performance in science
WEB	Table 3.11	Social and emotional resilience, and academic resilience
WEB	Table 3.12	Academic resilience, and the likelihood of social and emotional resilience
WEB	Table 3.13	Socio-economically disadvantaged students among all PISA-participating students

Chapter 4 Are disadvantaged students affected by the socio-economic profile of their school?

 

https://doi.org/10.1787/888933831051
WEB	Table 4.1	Distribution of disadvantaged students, by school socio-economic profile
WEB	Table 4.2	School-level standard deviation in student socio-economic status
WEB	Table 4.3	Correlation between school-level socio-economic profile and school socio-economic variability
WEB	Table 4.4	Diversity of student socio-economic status in schools of different socio-economic profiles
WEB	Table 4.5	Student performance, by student and school socio-economic profile
WEB	Table 4.6a	Student performance, socio-economic profile and socio-economic diversity
WEB	Table 4.6b	Performance of disadvantaged students, socio-economic profile and socio-economic diversity
WEB	Table 4.6c	Performance of disadvantaged students, student and school socio-economic profile
WEB	Table 4.7a	Science performance, by socio-economic profile and science resources
WEB	Table 4.7b	Science performance, by socio-economic profile and student behaviour
WEB	Table 4.7c	Science performance, by socio-economic profile and science competitions
WEB	Table 4.7d	Science performance, by socio-economic profile and class size
WEB	Table 4.8a	Science performance, by socio-economic profile and skipping a day of school
WEB	Table 4.8b	Science performance, by socio-economic profile and skipping some classes
WEB	Table 4.8c	Science performance, by socio-economic profile and late arrival at school
WEB	Table 4.8d	Science performance, by socio-economic profile and required attendance at science class
WEB	Table 4.8e	Science performance, by socio-economic profile and teacher-directed science instruction
WEB	Table 4.8f	Science performance, by socio-economic profile and perceived feedback
WEB	Table 4.8g	Science performance, by socio-economic profile and adaptive instruction
WEB	Table 4.8h	Science performance, by socio-economic profile and enquiry-based science instruction
WEB	Table 4.8i	Science performance, by socio-economic profile and disciplinary climate
WEB	Table 4.8j	Science performance, by socio-economic profile and grade repetition
WEB	Table 4.8k	Science performance, by socio-economic profile and time spent in science class

Chapter 5 Educational mobility and school-to-work transitions among disadvantaged students

 

https://doi.org/10.1787/888933831070
WEB	Table 5.1	Completed upper secondary education, by student characteristics
WEB	Table 5.2	Completed upper secondary education, by PISA reading performance
WEB	Table 5.3	Completed university by 25, by student characteristics
WEB	Table 5.4	Completed university by 25, by PISA reading performance
WEB	Table 5.5	Completed vocational tertiary education by 25, by student characteristics
WEB	Table 5.6	Completed vocational tertiary education by 25, by PISA reading performance
WEB	Table 5.7	Enrolled in tertiary education at 25, by student characteristics
WEB	Table 5.8	Enrolled in tertiary education at 25, by PISA reading performance
WEB	Table 5.9	Difference between expectations and actual employment requiring tertiary education
WEB	Table 5.10	Expectations of and actual employment in jobs requiring tertiary education
WEB	Table 5.11	Difference between expectations and actual employment in STEM fields
WEB	Table 5.12	Expectations and actual employment in STEM fields
WEB	Table 5.13	Working at 25
WEB	Table 5.14	Working at 25, by PISA reading performance
WEB	Table 5.15	NEET at 25
WEB	Table 5.16	NEET at 25, by PISA reading performance
WEB	Table 5.17	Unemployed and actively looking for work at 25
WEB	Table 5.18	Unemployed and actively looking for work at 25, by PISA reading performance
WEB	Table 5.19	Working in an occupation requiring tertiary education at 25
WEB	Table 5.20	Working in an occupation requiring tertiary education at 25, by PISA reading performance
WEB	Table 5.21	Working part time at 25
WEB	Table 5.22	Working part time at 25, by PISA reading performance
WEB	Table 5.23	Field of higher education, by parents’ education and gender
WEB	Table 5.24	Type of skilled occupation, by parents’ education and gender
WEB	Table 5.25	Attitudes towards learning at 15 and university completion
WEB	Table 5.26	Family wealth and university completion
WEB	Table 5.27	Cultural communication between parents and child, and university completion
WEB	Table 5.28	Fifteen-year-old students’ cultural activities and university completion
WEB	Table 5.29	Education and early employment outcomes, by school socio-economic profile
WEB	Table 5.30	Average education expectations of schoolmates and university completion
WEB	Table 5.31	Completed a STEM degree by 25
WEB	Table 5.32	Completed a STEM degree at 25, by PISA science performance
WEB	Table 5.33	Students from single-parent families and university completion
WEB	Table 5.34	Parents’ employment at 15 and university completion
WEB	Table 5.35	Structure of primary and secondary public education systems, by country
WEB	Table 5.36	Shares of advantaged and disadvantaged students
WEB	Table 5.37	Completed or enrolled in an advanced degree programme at 25, by student characteristics
WEB	Table 5.38	Completed or enrolled in an advanced degree programme at 25, by PISA reading performance
WEB	Table 5.39a	Literacy proficiency in PIAAC, performance in PISA 2000 and attitudes towards learning (Denmark)
WEB	Table 5.39b	Literacy proficiency in PIAAC, performance in PISA 2000 and years of education (Denmark)
WEB	Table 5.39c	Literacy proficiency in PIAAC, performance in PISA 2000 and family background (Denmark)
WEB	Table 5.40a	Numeracy proficiency in PIAAC, performance in PISA 2000 and attitudes towards learning (Denmark)
WEB	Table 5.40b	Numeracy proficiency in PIAAC, performance in PISA 2000 and years of education (Denmark)
WEB	Table 5.40c	Numeracy proficiency in PIAAC, performance in PISA 2000 and family background (Denmark)
WEB	Table 5.41	Decomposition of disparities in literacy and numeracy proficiency between advantaged and disadvantaged youth (Denmark)