Using TIMSS 2011 data for grade 8, our latest policy brief examines how school characteristics may be associated with educational equity in terms of the relationship between students’ socioeconomic status and achievement.
We are pleased to announce the ECES policy report was released on 15 April 2016.
An interview with Dr Shek Kam Tse, Professor at the University of Hong Kong and Director of its Centre for Advancement of Chinese Language Education and Research, and our PIRLS Coordinator for Hong Kong SAR.
In 2015, Preparing for Life in a Digital Age was ranked second in the Springer Education Program's most downloaded books.
The IEA welcomes this new report, the result of a long-standing fruitful collaboration with the European Commission in the field of civic education.
This cycle of studies allows countries to monitor changes in educational achievement in basic school subjects over time. In the new cycles both studies have added new assessment opportunities to their core, including TIMSS Numeracy, TIMSS Advanced, PIRLS Literacy, and ePIRLS.
IEA studies focus on student achievement and the factors related to it. They provide high quality data for evidence-based educational policy and reform. Other ongoing IEA studies cover a range of topics and subject matters: ICCS 2016 (civic and citizenship education), ICILS 2018 (computer and information literacy), and ECES (early childhood education).
ICCS 2016 will investigate how young people around the world are prepared to undertake their roles as citizens, and will report on trends in civic knowledge and engagement since 2009. ICILS 2018 builds on a tradition of IEA surveys and features an innovative, computer-based student assessment of computer and information literacy. ECES aims to explore, describe, and analyze early childhood education provision and its role in preparing children for school and lifelong learning.