Eren SUNA, Mahmut ÖZER

12337

The Achievement Gap between Schools and Relationship between Achievement and Socioeconomic Status in Turkey

Nowadays, the performances of education systems are monitored through national and international large-scale studies. In these studies, besides the academic performance of the countries, their status regarding equality in education is also considered. In large-scale studies the relationship between the socioeconomic status and academic achievement and the achievement gap between schools are emphasized. The achievement gap between schools is considered a chronic problem of Turkey, and socioeconomic differences are also considered to be one of the elements of this problem. In this study, the achievement gap between schools and the relationship between socioeconomic status and academic achievement in Turkey were examined through data regarding the last three cycles of TIMSS. For this purpose, multilevel regression analysis was used. The findings showed that although the mean score of Turkey increased between the 2011 and 2019 cycles, the relationship between socioeconomic characteristics and achievement remained at a similar level, with a partial decrease in 2019. These results show that despite the significant increase in Turkey's TIMSS performance in the last cycles, the share of socioeconomic levels on this performance does not increase simultaneously. Another result showed that the achievement gap between schools increased in the last cycle at both grades. Although the relationship between socioeconomic status and achievement does not increase, the widening of the achievement gap between schools may indicate that within-school factors might have stronger relations with achievement. Results revealed that the performance of Turkey in TIMSS increased significantly at 8th grade, and the relationship between socioeconomic status and achievement decreased partially; however, the alleviation of the achievement gap between schools remained a development area for Turkey. Although the relationship between socioeconomic status and academic achievement decreased in the 2019 cycle, the current socioeconomic status role increased the importance of compensating students' socioeconomic disadvantages through educational support programs.
Keywords:

achievement gap, socioeconomic status, equality in education TIMSS, academic achievement,

PDF

___

  • Acar Güvendir, M. (2014). Öğrenci başarılarının belirlenmesi sınavında öğrenci ve okul özelliklerinin Türkçe başarısı ile ilişkisi. Eğitim ve Bilim Dergisi, 39(172), 163-180, Geniş Ölçekli Test Uygulamaları Özel Sayısı.
  • Ainscow, M. (2016). Diversity and equity: A global education challenge. NZ J Educ Stud, 51, 143–155. https://doi.org/10.1007/s40841-016-0056-x
  • Akyüz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Eğitim ve Bilim, 39(172), 150-162.
  • Alacacı, C., & Erbaş, A. K. (2010). Unpacking the inequality among Turkish schools: Findings from PISA 2006. International Journal of Educational Development, 30, 182–192.
  • Arıkan, S., Özer, F., Şeker, V., & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 11(1), 43-60.
  • Beaton, A. E., Postlethwaite T. N., Ross, K. N., Spearritt, D., & Wolf, R. M. (1999). The benefits and limitations of international educational achievement studies. Paris: UNESCO.
  • Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Eğitim Bilimleri ve Uygulama, 4(7), 21-35.
  • Betts, J. R., Zau, A. C., & Rice, L. A. (2003). Determinants of student achievement: New evidence from San Diego. San Francisco: Public Policy Institute of California.
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, DOI: 10.1016/j.ijedudev.2020.102262
  • Broer, M., Bai, Y., & Fonseca, F. (2019). Socioeconomic inequality and educational outcomes: Evidence from twenty years of TIMSS. IEA. Springer open Access publication. Retrieved from https://link.springer.com/content/pdf/10.1007%2F978-3-030-11991-1.pdf
  • Brown, P., & Lauder, H. (1991). Education, economy and social change. International Studies in Sociology of Education, 1, 3-23.
  • Brunner, M., Keller, U., Wenger, M., Fischbach, A., & Lüdtke, O. (2018). Between-school variation in students' achievement, motivation, affect, and learning strategies: Results from 81 countries for planning group-randomized trials in education. Journal of Research on Educational Effectiveness, 11(3), 452-478.
  • Cansız, M., Ozbaylanlı, B., & Çolakoğlu, M. H. (2019). Okul türünün öğrenci başarısı üzerindeki etkisi. Eğitim ve Bilim, 44(197), 275-314.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Edition). California, USA: Sage Publications.
  • Dinçer, M. A., & Uysal Kolaşin, G. (2009). Türkiye’de öğrenci başarısında eşitsizliğin belirleyicileri. İstanbul: Eğitim Reformu Girişimi.
  • Ebrar Yetkiner Özel, Z., Özel, S., & Thompson, B. (2013). Türkiye’deki sosyoekonomik seviyeye bağlı matematik başarı farklılıklarının Avrupa Birliği ülkeleri ile karşılaştırılması. Eğitim ve Bilim, 38(170), 179-193.
  • European Commission/EACEA/Eurydice (2020). Equity in school education in Europe: Structures, policies and student performance. Eurydice report. Luxembourg: Publications Office of the European Union.
  • Erdoğan, E., & Acar Güvendir, M. (2019). Uluslararası Öğrenci Değerlendirme Programında öğrencilerin sosyoekonomik özellikleri ile okuma becerileri arasındaki ilişki. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 20(Özel Sayı), 493-523.
  • Foy, P. (2013). TIMSS and PIRLS 2011 user guide for the fourth grade combined international database. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College
  • Fischman, G. E., Topper, A. M., Silova, I., Holloway, J. L., & Goebel, J. (2017). An examination of the ınfluence of ınternational large scale assessments and global learning metrics on national school reform policies. Arizona State University & Center for Advanced Studies in Global Education (CASGE). Retrieved from https://education.asu.edu/sites/default/files/casge_working_papers_2_updated.pdf.
  • Garcia, E., & Weiss, E. (2017). Education inequalities at the school starting gate. Economic Policy Institute. Washington, DC: Economic Policy Institute.
  • Gelbal, S. (2008). Sekizinci sınıf öğrencilerinin sosyoekonomik özelliklerinin Türkçe başarısı üzerinde etkisi, Eğitim ve Bilim, 33(150), 1-13.
  • Gençoğlu, C. (2019). Millî bir destekleme ve yetiştirme sistemi modeli: İlkokullarda yetiştirme programı (İYEP). Milli Eğitim, 48(1), 853-881.
  • Gümüş, S., & Atalmış, E. H. (2012). Achievement gaps between different school types and regions in Turkey: Have they changed over time?. Mevlana International Journal of Education, 2(2), 50-66.
  • Gür, B. S., Çelik, Z., & Coşkun, İ. (2013). Türkiye’de ortaöğretimin geleceği: Hiyerarşi mi, eşitlik mi?. SETA Analiz Raporu No:69. Ankara: SETA.
  • Harmouch, T., Khraibani, Z., & Atrissi, T. (2017). A multilevel analysis to analyse the TIMSS data: A comparison of the Lebanese and Singapore. International Journal of New Technology and Researc, 3(9), 87-102.
  • Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900-1902.
  • Kalender, İ. (2004). Bir yapısal denklem modellemesi çalışması: ÖBBS 2002 verilerine dayalı olarak sınıf düzeyleri ve okul türlerine göre fen başarısını etkileyen faktörler. Yayımlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Karaağaç Cingöz, Z., & Gür, B. S. (2020). Ekonomik, sosyal ve kültürel statünün akademik başarıya etkisi PISA 2015 ve TEOG 2017 sonuçlarının karşılaştırması. İnsan ve Toplum, 10(4), 247-288.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları.
  • Karbeyaz, A. S. (2019). İlkokullarda okullar arası başarı farkı ve nedenlerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Konstantopoulos, S. (2007). A comment on variance decomposition and nesting effects in two- and three-level designs. IZA Discussion Paper No. 3178. Retrieved from https://d-nb.info/986455970/34.
  • Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115-157.
  • Ministry of National Education (2020). TIMSS 2019 Türkiye ön raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi No: 15. Ankara: MEB.
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center.
  • Organization for Economic Development and Cooperation. (2004). What makes school systems perform? Seeing school systems through the prism of PISA. Paris: OECD Publishing.
  • Organization for Economic Development and Cooperation. (2005). School factors related to quality and equity: Results from PISA 2000. Paris: OECD Publishing.
  • Organization for Economic Development and Cooperation. (2008). Ten steps to equity in education. Paris: OECD Publishing.
  • Organization for Economic Development and Cooperation. (2019). PISA 2018 results: Where all students can succeed (Volume II). Paris: OECD Publishing.
  • Opdenakker, M. C., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: similarities and differences between school outcomes. School Effectiveness and School Improvement, 11(2), 165-196.
  • Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. In L. Florian (Ed.), The SAGE handbook of special education. London: SAGE.
  • Ölçme Seçme ve Yerleştirme Merkezi (2018). YKS değerlendirme raporu. Değerlendirme Raporları Serisi No: 9. Ankara: ÖSYM.
  • Önder, E., & Güçlü, N. (2014). İlköğretimde okullar arası başarı farklılıklarını azaltmaya yönelik çözüm önerileri. Eğitim Bilimleri Dergisi, 40, 109-132.Ölçme, Seçme ve Yerleştirme Merkezi (2018). YKS değerlendirme raporu. Değerlendirme Raporları Serisi No: 9. Ankara: ÖSYM.
  • Özer Özkan, Y., & Acar Güvendir, M. (2014). Socioeconomic factors of students’ relation to mathematic achievement: Comparison of PISA and ÖBBS. International Online Journal of Educational Sciences, 6(3), 776-789.
  • Özer, M. (2020). What does PISA tell us about performance of education systems?. Bartın University Journal of Faculty of Education, 9(2), 217-228.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6, 34.
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2020). Türkiye’de eğitimde eşitsizlikleri azaltmak için uygulanan politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 294-312.
  • Özer, M., Suna, H. E., Çelik, Z., & Aşkar, P. (2020). Covid-19 salgını dolayısıyla okulların kapanmasının eğitimde eşitsizlikler üzerine etkisi. İnsan ve Toplum, 10(4), 217-246.
  • Özer, M., &Suna, H. E. (2020). COVID-19 salgını ve eğitim. M. Şeker, A. Özer ve C. Korkut (Ed.). Küresel salgının anatomisi: İnsan ve toplumun geleceği içinde (ss. 172-192). Ankara: TÜBA.
  • Özer, M. (2021). A new step towards narrowing the achievement gap in turkey: “1,000 Schools in Vocational Education and Training” project. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 97-108.
  • Özdemir, C. (2015). Relationship between equity and excellence in education: Multilevel analysis of international student assessment data with a focus on Turkey. Yayımlanmamış Doktora Tezi. Orta Doğu Teknik Üniversitesi, Ankara.
  • Privitera, G. J. (2019). Research methods for the behavioral sciences (3rd Edition). California, USA: Sage Publications.
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Application and data analysis methods. (2nd Edition). Newbury Park, CA: Sage.
  • Ross, K. N., & Jürgens Genevois, I. J. (Eds.) (2006). Cross-national studies of the quality of education: planning their design and managing their impact. UNESCO/IIEP/Inwent. Paris: International Institute for Educational Planning.
  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). Educational Researcher, 39(2), 142–151.
  • Shin, J., Lee, H, & , Kim. Y. (2009). Student and school factors affecting mathematics achievement: International comparisons between Korea, Japan and the USA. School Psychology International, 30, 520. doi:10.1177/0143034309107070
  • Sevgi, S. (2009). The connection between school and student characteristics with mathematics achievement in Turkey. Yayımlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Suna, H. E., Tanberkan, H., & Özer, M. (2020). Türkiye’de öğrencilerin okuryazarlık becerilerinin yıllara ve okul türlerine göre değişimi: Öğrencilerin PISA uygulamalarındaki performansı. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 11(1), 76-97.
  • Suna, H. E., Tanberkan, H., Gür, B. S., Perc, M., & Özer, M. (2020a). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41–64.
  • Suna, H. E., Gür, B. S., Gelbal, S., & Özer, M. (2020b). Fen lisesi öğrencilerinin sosyoekonomik arkaplanı ve yükseköğretime geçişteki tercihleri. Yükseköğretim Dergisi, 10(3), 356-370.
  • Tat, O., Koyuncu, İ. & Gelbal, S. (2019). The influence of using plausible values and survey weights on multiple regression and hierarchical linear model parameters. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 10(3), 235-248.
  • Waldfogel, J. (2015). The role of preschool in reducing inequality: Preschool improves child outcomes, especially for disadvantaged children. IZA Disussion Paper. Retrieved from https://wol.iza.org/uploads/articles/219/pdfs/role-of-preschool-in-reducing-inequality.pdf.
  • Willms, J. D. (1992). Monitoring school performance: A guide for educators. London: Falmer.
  • Woltman, H., Feldstain, A., MacKay, C., & Rocchi, M. (2012). An introduction to hierarchical linear modeling. Tutorials in Quantitative Methods for Psychology, 8(1), 52-69. United Nations Educational, Scientific and Cultural Organization (2018). Handbook on measuring equity in education. Montreal: UNESCO Institute for Statistics.
  • Yavuz, H. C., Demirtaşlı, N., Yalçın, S., & Dibek, M. I. (2017). Türk öğrencilerin TIMSS 2007 ve 2011 matematik başarısında öğrenci ve öğretmen özelliklerinin etkileri. Eğitim ve Bilim, 42(189), 27-47.
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi-Cover
  • ISSN: 1309-6575
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2010
  • Yayıncı: Selahattin GELBAL
Arşiv
Sayıdaki Diğer Makaleler

Investigation of Classification Accuracy, Test Length and Measurement Precision at Computerized Adaptive Classification Tests

Burcu ATAR, Seda DEMİR

Akif AVCU

Investigating the Performance of the Exploratory Graph Analysis When the Data Are Unidimensional and Polytomous

Akif AVCU

How Reliable Is It to Automatically Score Open-Ended Items? An Application in the Turkish Language

İbrahim UYSAL, Nuri DOĞAN

İbrahim UYSAL, Nuri DOĞAN

Seda DEMİR, Burcu ATAR

Eren SUNA, Mahmut ÖZER