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Poverty and educational achievement in the U.S.: A less biased estimate using PISA 2012 data

Rutkowski, David; Rutkowski, Leslie; Wild, J.; Burroughs, N.
Journal article; SubmittedVersion
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Poverty_and_edu ... nt_in_the_US_pre-print.pdf (783.6Kb)
Year
2017
Permanent link
http://urn.nb.no/URN:NBN:no-67811

CRIStin
1511390

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Appears in the following Collection
  • CEMO Centre for Educational Measurement [136]
  • CRIStin høstingsarkiv [14929]
Original version
Journal of Children and Poverty. 2017, DOI: http://dx.doi.org/10.1080/10796126.2017.1401898
Abstract
In the current paper, we employ the most recent Programme for International Student Assessment (PISA) data to calculate a less-biased estimate of poverty on US achievement. The PISA was specifically chosen as it is an assessment removed from a specific curriculum and instead focuses on concepts that students should know in order to participate in a global economy. Using a propensity score matching approach, our findings suggest that US students in poverty have notable educational attainment deficiencies compared to a matched group of students who are not in poverty. In other words, when we select two students who have a great deal in common but for the fact that one comes from a poverty background, the student in poverty is expected to perform nearly 28 points, or about a quarter of a standard deviation lower, on the PISA assessment. In real terms, this puts math achievement for children not in poverty on-par with the Organisation for Economic Co-operation and Development (OECD) average, while children in poverty are well below the OECD average.
 
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