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Article

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Accepted version

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2016-02-08

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/102554

The Use (and Misuse) of PISA in Guding Policy Reform: The Case of Spain

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http://dx.doi.org/10.1080/03050068.2016.1142739

Abstract

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 countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national 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 policy-makers 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.

Subject

Sistema educatiu, Economia de l'educació, Reforma de l'educació

Subject (English)

Instructional systems, Economy of the education, Educational change

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Articles publicats en revistes (Economia)

Citation

CHOI MENDIZÁBAL, Álvaro B. (Álvaro Borja) and JERRIM, John. The Use (and Misuse) of PISA in Guding Policy Reform: The Case of Spain. Comparative Education. 2016. Vol. 52, num. 2, pags. 230-245. ISSN 0305-0068. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/102554

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