{"id":5123,"date":"2014-10-22T13:00:37","date_gmt":"2014-10-22T11:00:37","guid":{"rendered":"http:\/\/betam.bahcesehir.edu.tr\/?p=5123"},"modified":"2017-07-31T11:19:29","modified_gmt":"2017-07-31T09:19:29","slug":"why-did-pisa-test-scores-rise-in-turkey","status":"publish","type":"post","link":"https:\/\/betam.bahcesehir.edu.tr\/en\/2014\/10\/why-did-pisa-test-scores-rise-in-turkey\/","title":{"rendered":"WHY DID PISA TEST SCORES RISE IN TURKEY?"},"content":{"rendered":"<p><strong>Francisco L. Rivera-Batiz and\u00a0Mine Durmaz<\/strong><\/p>\n<p>The Programme for International Student Assessment (PISA) studies the extent to which 15-\u00a0year-old students have acquired key knowledge and skills in reading, mathematics, science and<br \/>\nproblem solving. PISA test scores reflect not only what the students have learned but also how\u00a0well they can apply that knowledge. The results of PISA for Turkey show a significant<br \/>\nimprovement in average test scores over time. In Mathematics, Turkey\u2019s average test score rose\u00a0from 423 in 2003 to 448 in 2012, the highest increase for any country sampled in this period<br \/>\nexcept Brazil.<\/p>\n<p>Because Turkey has had a period of sustained growth in per-capita income since 2002, the gains\u00a0in tests scores in the country could simply be a reflection of a pure income effect: with higher<br \/>\nfamily income, students have greater home resources \u2013computers, internet access,\u00a0encyclopedias, etc.\u2014which allow them to learn more. This study estimates that close to half of\u00a0the gain in PISA math tests scores between 2003 and 2012 is plainly due to rising family\u00a0socioeconomic background in the country. However, this also means that the remaining half is\u00a0connected to other factors that influenced student achievement, including school-related\u00a0reforms. The most important of these are: improvements in the quantity and quality of schools\u00a0serving low-income families and those in less-populated areas, improved enrollment and\u00a0achievement of girls, and rising teacher quality as reflected, for example, in growing teacher\u00a0expectations in the classroom. At the same time, the study identifies some factors that acted to\u00a0reduce tests scores between 2003 and 2012: greater student absenteeism (as identified by\u00a0school principals), which suggests declining student motivation in schools, and rising overage,\u00a0that is, the presence of older students in any given grade.<\/p>\n<p><em><strong>doc.\u00a0<a href=\"http:\/\/betam.bahcesehir.edu.tr\/wp-content\/uploads\/2015\/04\/ResearchBrief174.doc\">ResearchBrief174<\/a><\/strong><\/em><\/p>\n<p><em><strong>pdf.\u00a0<a href=\"http:\/\/betam.bahcesehir.edu.tr\/wp-content\/uploads\/2015\/04\/ResearchBrief174.pdf\">ResearchBrief174<\/a><\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Francisco L. Rivera-Batiz and\u00a0Mine Durmaz The Programme for International Student Assessment (PISA) studies the extent to which 15-\u00a0year-old students have acquired key knowledge and skills in reading, mathematics, science and problem solving. PISA test scores reflect not only what the students have learned but also how\u00a0well they can apply that knowledge. The results of PISA [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[275,278,279],"tags":[],"class_list":["post-5123","post","type-post","status-publish","format-standard","hentry","category-economic-research","category-publications","category-research-brief"],"_links":{"self":[{"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/posts\/5123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/comments?post=5123"}],"version-history":[{"count":2,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/posts\/5123\/revisions"}],"predecessor-version":[{"id":5127,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/posts\/5123\/revisions\/5127"}],"wp:attachment":[{"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/media?parent=5123"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/categories?post=5123"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/betam.bahcesehir.edu.tr\/en\/wp-json\/wp\/v2\/tags?post=5123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}