Carregant...
Fitxers
Tipus de document
Document de treballData de publicació
Llicència de publicació
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/115360
The Use (and Misuse) of PISA in Guding Policy Reform: The Case of Spain
Títol de la revista
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain’s educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed counties in terms of their reading skills. Specifically, by drawing data from multiple international assessments, we are able to explore how crossnational differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policymakers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings; policymakers must take a more nuanced approach when enacting important educational reforms.
Matèries (anglès)
Citació
Citació
CHOI MENDIZÁBAL, Álvaro b. (álvaro borja), JERRIM, John. The Use (and Misuse) of PISA in Guding Policy Reform: The Case of Spain. _IEB Working Paper 2015/06_. [consulta: 9 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/115360]