lessons from pisa: strong preformers and successful reformers

11P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11 Strong performers and successful reformers

Lessons from PISA

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU

Programme for International Student Assessment

AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

Expe

nditu

re p

er s

tude

nt a

t ter

tiary

leve

l (U

SD)

Tertiary-type A graduation rate

A world of change – higher education

Graduate supply

Cost

per

stu

den

t

Expe

nditu

re p

er s

tude

nt a

t ter

tiary

leve

l (U

SD)



United States

Finland

Graduate supply

Cost

per

stu

den

t

Japan

Expe

nditu

re p

er s

tude

nt a

t ter

tiary

leve

l (U

SD)



Australia

FinlandUnited Kingdom

Expe

nditu

re p

er s

tude

nt a

t ter

tiary

leve

l (U

SD)



Expe

nditu

re p

er s

tude

nt a

t ter

tiary

leve

l (U

SD)



United States

Australia

Finland

United Kingdom

1111P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

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rme

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nd

rea

s S

chle

ich

er

7 J

uly

20

11

1998PISA countries in

2000200120032006200977%81%83%85%86%

Coverage of world economy 87%

PISA 2009 in brief

Over half a million students… representing 28 million 15-year-olds in 74*

countries/economies

… took an internationally agreed 2-hour test… Goes beyond testing whether students can

reproduce what they were taught……to assess students’ capacity to extrapolate from what

they know and creatively apply their knowledge in novel situations

…and responded to questions on… their personal background, their schools

and their engagement with learning and school Parents, principals and system leaders provided data

on… school policies, practices, resources and institutional

factors that help explain performance differences .

* Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011

1960 1970 1980 1990 200240

45

50

55

60

65Routine manual

Nonroutine manual

Routine cog-nitive

Nonroutine ana-lytic

Nonroutine interactive

Changes in labour demand

1414P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

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rme

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uly

20

11

What 15-year-olds can do

1515P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

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s S

chle

ich

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7 J

uly

20

11Average performanceof 15-year-olds in reading – extrapolate and apply

High reading performance

Low reading performance … 17 countries perform below this line

1525354555440.000

460.000

480.000

500.000

520.000

540.000

560.000

Shanghai-China

KoreaFinlandHong Kong-China

Singapore CanadaNew Zealand

JapanAustralia

NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,

IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal

Macao-China ItalyLatvia

Slovenia GreeceSpain

Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,

Austria LithuaniaTurkey

Dubai (UAE) Russian Federation

Chile

Serbia

Northeast

Midwest

WestSouth

Urban schools

Suburban schools

Performance distribution in US

18% do not reach baseline Level 2 (16% when excluding immigrants) (Finland 6%, Canada 9%)

Economic cost: 72 trillion $

10% are top performers (Shanghai 20%)

1616P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11Average performanceof 15-year-olds in science – extrapolate and apply

Low average performance

Large socio-economic disparities

High average performance



High social equity


High social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities


Low reading performance

1717P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity


student performance





AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew Zealand

NorwayPolandPortugalSpainSwedenSwitzerland

UKUS

2009

1525354555

2009

1818P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20







High social equity


High social equity


student performance





2009

1919P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Port

ug

al

Sp

ain

Sw

itze

rlan

d

Belg

ium

Kore

a

Lu

xem

bou

rg

Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

nce

Neth

erl

an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort

ug

al

Sp

ain

Sw

itze

rlan

d

Belg

ium

Kore

a

Lu

xem

bou

rg

Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

nce

Neth

erl

an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Difference with OECD average

High performing systems often prioritize the quality of teachers over the size of classes

Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)

Percentage points

2020P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20







High social equity


High social equity


student performance





2009

2121P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20







High social equity


High social equity


student performance





2000

2222P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20







High social equity


High social equity


student performance





2000

Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil

Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy

and GermanyRapid improvers in science:

Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland

2323P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

-2 -1 0 1 2350

643

School performance and socio-economic background United States

Stu

dent

perf

orm

ance

AdvantagePISA Index of socio-economic background

Disadvantage

Private school Public school in rural area Public school in urban area

700

2525P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Wha

t stu

dent

s kn

ow a

nd c

an d

oA

nd

rea

s S

chle

ich

er

7 D

ece

mb

er

20

10

Policies and practicesLearning climateDisciplineTeacher behaviourParental pressureTeacher-student relationshipsDealing with heterogeneityGrade repetitionPrevalence of trackingExpulsionsAbility grouping

(all subjects)Standards /accountabilityNat. examinationStandardised tests

Policy

System

R

School

R

Equity

E

2626P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Does it all matter?

2727P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Age 19

Age 21

Age 21

048121620

Level 2Level 3

Level 4Level 5

Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15

(Canada)after accounting for school engagement, gender, mother

tongue, place of residence, parental, education and family income (reference group PISA Level 1)

Odds ratiohigher education entry

School marks at age 15

PISA performance at age

15

2828P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

What does it all mean?

2929P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Student learning

PracticesInstruction

InterventionSupport systems

PeopleTeachersPrincipals

Support personnelFamilies

ProcessesSelection

PreparationRecruitment/induction

Work organisationDevelopmentSupervisionRetention

ToolsStandardsCurricula

TechnologyAssessmentsData systems

Design, implementation and alignment of policies

3030P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Commitment to universal achievement

Goals, gateways, instructional

systems

Capacity at point of delivery

Incentives and accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

A commitment to education and the belief that competencies can be learned and therefore all children can achieve

Universal educational standards and personalisation as the approach to heterogeneity in the student body…

…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity

Clear articulation who is responsible for ensuring student success and to whom

3232P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11



systems




A learning system

Coherence


education systems

Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems

Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)

High level of metacognitive content of instruction

3333P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11



systems




A learning system

Coherence


education systems

Capacity at the point of delivery Attracting, developing and retaining high

quality teachers and school leaders and a work organisation in which they can use their potential

Instructional leadership and human resource management in schools

Keeping teaching an attractive profession System-wide career development

3434P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Teacher in-service development

No matter how good the pre-service education for teachers is… it cannot prepare teachers for rapidly changing challenges throughout

their careers

High-performing systems rely on ongoing professional to…… update individuals’ knowledge of a subject in light of recent advances

… update skills and approaches in light of new teaching techniques, new circumstances, and new research

… enable teachers to apply changes made to curricula or teaching practice

… enable schools to develop and apply new strategies concerning the curriculum and teaching practice

… exchange information and expertise among teachers and others

… help weaker teachers become more effective . Effective professional development is on-going…

… includes training, practice and feedback, and adequate time and follow-up support

3636C

rea

ting

Effe

ctiv

e T

ea

chin

g

an

d L

ea

rnin

g E

nvi

ron

me

nts

O

EC

D T

ea

chin

g a

nd

Le

arn

ing

In

tern

atio

na

l Stu

dy

(TALIS

)

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Individual and collab-orative re-

search

Qualification programmes

Informal dia-logue to im-prove teach-

ing

Reading pro-fessional lit-

erature

Courses and workshops

Professional develop-

ment net-work

Mentoring and peer

observation

Observation visits to

other schools

Education conferences

and semi-nars

0

10

20

30

40

50

60

70

80

90

100

TALIS Average%

Fuente: OCDE. Tablas 3.2 y 3.8

Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work

Comparison of teachers participating in professional development activities and teachers reporting

moderate or high level impact by types of activity

3737C

rea

ting

Effe

ctiv

e T

ea

chin

g

an

d L

ea

rnin

g E

nvi

ron

me

nts

O

EC

D T

ea

chin

g a

nd

Le

arn

ing

In

tern

atio

na

l Stu

dy

(TALIS

) Relatively few teachers participate in the kinds of professional

development which they find has the largest impact on their work Comparison of teachers participating in professional

development activities and teachers reporting moderate or high level impact by types of activity

3838P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11


education systems



systems




A learning system

Coherence

Incentives, accountability, knowledge management

Aligned incentive structuresFor students How gateways affect the strength, direction, clarity and nature

of the incentives operating on students at each stage of their education

Degree to which students have incentives to take tough courses and study hard

Opportunity costs for staying in school and performing well

For teachers Make innovations in pedagogy and/or organisation Improve their own performance

and the performance of their colleagues Pursue professional development opportunities

that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge

and spread innovation – communication within the system and with stakeholders around it

A capable centre with authority and legitimacy to act

4141P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Systems with more accountability Systems with less

accountability

480

490

500

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

School autonomy, accountability and student performance

Impact of school autonomy on performance in systems with and without accountability arrangements

4242P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11Local responsibility

and system-level prescription

System-level prescription‘Tayloristic’ work organisation

Schools leading reformTeachers as ‘knowledge workers’

Schools todayThe industrial

model, detailed prescription of

what schools do

Schools tomorrow?

Building capacity

Finland todayEvery school an effective school

Trend in OECD countries

4444P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11



systems




A learning system

Coherence


education systems Investing resources where they can make

most of a difference Alignment of resources with key challenges

(e.g. attracting the most talented teachers to the most challenging classrooms)

Effective spending choices that prioritise high quality teachers over smaller classes

4545P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11



systems




A learning system

Coherence


education systems

A learning system An outward orientation of the system to

keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system

Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these

4747P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11



systems




A learning system

Coherence


education systems

Coherence of policies and practices Alignment of policies

across all aspects of the system Coherence of policies

over sustained periods of time Consistency of implementation Fidelity of implementation

(without excessive control)

4949P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Some students learn at high levels

All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning

Learning to learn, complex ways of

thinking, ways of workingCurriculum, instruction and assessment

Few years more than secondary

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

Education reform trajectories

The old bureaucratic system The modern enabling system

5555P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

7 J

uly

20

11

Thank you !

Find out more about PISA at… OECD www.pisa.oecd.org

– All national and international publications– The complete micro-level database

U.S. White House www.data.gov

Email: [email protected]

…and remember:

Without data, you are just another person with an opinion

http://www.pisa.oecd.org/

http://www.data.gov/

lessons from pisa: strong preformers and successful reformers

Education

tertiary level usd tertiary

tertiary level usdcost

graduation rate

higher educationexpenditure

high reading performance

average performance

performance differences

baseline level