Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective

TLDR

The study reviews comparative literature on how national-level educational institutions affect student achievement inequality. The authors examine how between‑school tracking and standardization influence score dispersion and opportunity inequality, using PISA, TIMSS, and PIRLS data, and discuss methodological issues. The review finds that national-level tracking magnifies achievement inequality, while higher standardization reduces it.

Abstract

We review the comparative literature on the impact of national-level educational institutions on inequality in student achievement. We focus on two types of institutions that characterize the educational system of a country: the system of school-type differentiation (between-school tracking) and the level of standardization (e.g., with regard to central examinations and school autonomy). Two types of inequality are examined: inequality in terms of dispersion of student test scores and inequality of opportunity by social background and race/ethnicity. We conclude from this literature, which mostly uses PISA, TIMSS, and/or PIRLS data, that inequalities are magnified by national-level tracking institutions and that standardization decreases inequality. Methodological issues are discussed, and possible avenues for further research are suggested.