It is easy to be cynical about school-test results, particularly when you are grading the performance of something as complex as a country’s education system. Undaunted, every three years the Program for International Student Assessment (PISA), which is run by the OECD club of mainly rich countries, tests more than half a million 15-year-olds in three subjects—math, reading and science—to give a snapshot of national school-policies.
The latest results were published on December 6th and again show stellar achievement in East Asia. Singaporean pupils are roughly three years ahead of American ones in maths. Some argue that differences in national scores are a result of parenting and innate culture, and therefore that policymakers can do little to improve pupils’ performance. Last week one wag argued that the lesson from PISA is that the rest of the world should use chopsticks. In fact, PISA offers invaluable guidance on how to help children learn.
Culture matters, but it is not as if success in PISA is the preserve of East Asia. Estonia, where chopping sticks is an outdoor pursuit, scores highly enough to beat the rest of Europe and achieves similar results to Japan.
PISA teaches what does not work. Spending more money, for example, is associated with higher scores, but only in poorer countries. Among those that already spend more than $50,000 per pupil throughout their time in school, money alone brings no improvement. Private schools are no exception, at least when it comes to PISA.
Poor students tend to do less well in PISA. But the effects of poverty can be overcome. The influence of family background on test scores fell by more in America than in any other OECD country over the past decade. This partly reflects the growth of excellent autonomous but publicly funded charter schools in big cities. Successive presidents’ efforts to hold schools accountable have had some impact, too. In Estonia nearly half the poorest children achieve results that would place them in the top quarter across the OECD. A reason for this is a lack of selection by ability. Many of the top-performing school systems delay the start of formal education until the age of six or seven, focusing instead on play-based education. But they then make students learn academic subjects until about 16. Even in Singapore, where pupils can opt earlier for a vocational track, schools insist on academic rigor as well as practical work.
Concentrate there at the back
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