International Benchmarking and Determinants of Mathematics Achievement in Two Indian States

Autor/inn/en	Wu, Kin Bing; Goldschmidt, Pete; Boscardin, Christy Kim; Sankar, Deepa
Titel	International Benchmarking and Determinants of Mathematics Achievement in Two Indian States
Quelle	In: Education Economics, 17 (2009) 3, S.395-411 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Economic Progress; Mathematics Achievement; Foreign Countries; Teaching Methods; Educational Quality; Surveys; Grade 9; Benchmarking; Educational Trends; Trend Analysis; International Studies; Educational Policy; Mathematics Instruction; Achievement Gap; Gender Differences; Equal Education; India + Suchen Sie Ihr Suchwort? Economic growth; Wirtschaftswachstum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Survey; Umfrage; Befragung; School year 09; 9. Schuljahr; Schuljahr 09; Bildungsentwicklung; Trendanalyse; Internationaler Studiengang; Politics of education; Bildungspolitik; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Indien
Abstract	Evidence from cross-country studies suggests that the sustainability of India's rapid economic growth will be conditioned by the quality of its education. This paper analyzed a 2005 World Bank-sponsored survey of Grade Nine students in the states of Rajasthan and Orissa. The survey used internationally comparable items from the 1999 Trends of Mathematics Study to provide the first international benchmark for education quality in India for three decades. The study finds that only 15% and 25% of students in Rajasthan and Orissa, respectively, have achieved the expected international average of these items. The study further shows that increasing students' opportunity to learn through better pedagogical practices and enhanced schooling experience can increase performance, while mitigating between-school inequality, and reducing the achievement gap between boys and girls, holding other factors constant. (Contains 4 notes, 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10