OECD ranking of countries with the highest number of low-performing students in math on the 2012 PISA exam (source: p. 43 of “Low-Performing Students: Why They Fall Behind and How To Help Them Succeed“)
Here’s an interesting way to turn international test scores on their heads: rank each country by the performance of its weakest students.
Every three years, the Organization for Economic Cooperation and Development (OECD) releases test scores for 15-year old students around the world. Headlines follow, noting who’s on top and who’s fallen behind in the global brains race. The United States generally ranks on the southÂ side of average (see here).
But recently the OECD decided to analyze the past decade of test scores in a new way, to see which nations do the best job of educating their struggling students, and what lessons could be learned. This is important because low-performing students are more likely to drop out of school, and less likely to obtain good jobs as adults. Ultimately, they put more strainsÂ on social welfare systems and brakes on economic growth. The results were released on February 10, 2016 in an OECD report, “Low-Performing Students:Â Why They Fall BehindÂ and How To Help Them Succeed.”
It turns out that many of the top performing nations or regions also have the smallest numbers of low-performing students. Fewer than 5 percent of 15-year-olds in Shanghai (China), Hong Kong (China), SouthÂ Korea, Estonia and Vietnam scored at the lowest levels on the 2012 Program for International Student Assessment (PISA) tests in math, reading and science.
In the United States, by contrast, 29 percent of students scored below a basic baseline level in at least one subject, and 12 percent students score below a basic baseline level on all three tests — math, reading and science.Â The latter number amounts to half a million 15-year-olds who can’t do the basics in any subject. The worst is math. More than a million U.S. 15-year-olds can’t reach the baseline here. The OECD calculated that if all American 15-year-olds reached a baseline level of performance, then the size of the U.S. economy could gain an additional $27 trillion over the working life of these students.
Of course, the United States has relatively higher poverty rates than many nations in this 64-country analysis. One might expect more low performersÂ given thatÂ our number of disadvantaged students in public schools surpasses 50 percent. But the interesting thing is that there wasn’t as tight a connection between low performance and poverty as we might expect. Some countries contend withÂ higher poverty levels, but do better — Vietnam, for example, where only 4 percent of students were low performers in all subjects. Meanwhile, some other countries with lower poverty rates nonetheless have a biggerÂ problem of low performers. For example, France, Luxembourg and Sweden all had higher percentages of low-performing students than the United States did.
Poor children around the world, on average, are between four and five times more likely to become low performers in school than children who grew up in a wealthier homes among more educated parents. But in the United States, poverty seems to sealÂ your educational fate more. A socioeconomically disadvantaged American student is six times more likely to be a low performer than his or herÂ socioeconomically advantaged peer. Here’s a stark figure: 41 percent ofÂ disadvantaged students in the United States were low performers in mathematics in 2012, while only 9 percent ofÂ advantaged students were.
In South Korea, by contrast, only 14 percent of disadvantaged students were low performers in math. In neighboring Canada, it was only 22 percent of the poorest students who scored the worst.
The report highlighted countries that had significantly reduced their share of low performers in math between 2003 and 2012. They were Brazil, Germany, Italy, Mexico, Poland, Portugal, Tunisia and Turkey.
“What do these countries have in common? Â Not very much,” admitted Andreas Schleicher, director of the education division at the OECD. “They are about as socioeconomically and culturally diverse as can be.”
Also, each country had embarked upon different reforms to improve educational outcomes at the bottom. But Schleicher sees hope in the fact that theseÂ countries succeeded at all, proving that poverty isn’t destiny and that schools can make a difference. “All countries can improve their students’ performance, given the right policies and the will to implement them,” Schleicher said.
[Cross-posted at The Hechinger Report]