EconStor >
Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10419/20583
  
Title:Gender Equality in Educational Achievement : An East-West Comparison PDF Logo
Authors:Schnepf, Sylke Viola
Issue Date:2004
Series/Report no.:IZA Discussion paper series 1317
Abstract:Data on educational access show gender parity of pupils attending primary and secondary schools in transition countries. The first aim of this analysis is to examine whether the gender balance in educational access translates also into gender equality in educational achievement. There are several and very recent international surveys available measuring pupils learning achievement and functional literacy in schools. These surveys are typically analysed in isolation from each other even though they are very different in their design. The second aim of this paper is to evaluate whether we find a robust pattern on gender equality in achievement across different sources: the Trends in International Maths and Science Study (TIMSS), the Programme of International Student Assessment (PISA) and the Programme of International Reading Literacy Study (PIRLS). Besides a comparison of gender differences in mean achievement for transition and OECD countries we discuss alternatives for translating achievement scores into something easily understood. In addition, differences in boys? and girls? achievement distributions and determinants of gender inequality will be examined.
Subjects:education
gender inequality
Central and Eastern Europe
PISA
TIMSS
PIRLS
JEL:J16
J24
I21
Document Type:Working Paper
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

Files in This Item:
File Description SizeFormat
dp1317.pdf405.87 kBAdobe PDF
No. of Downloads: Counter Stats
Download bibliographical data as: BibTeX
Share on:http://hdl.handle.net/10419/20583

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.