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Uses Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA) data to compute and contrast “income achievement gaps.” Tests links between gap size, income inequality, poverty, welfare and parental support policies, and school-system differentiation and curricular standardization. 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research questions does the paper address?","Question",{"text":63,"@type":64},"It asks whether income is equally determinative of academic achievement across countries and how the size of a country’s income achievement gap relates to poverty, inequality, and other national characteristics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which international datasets are used to estimate income achievement gaps?",{"text":68,"@type":64},"The paper uses PIRLS and PISA data to estimate differences in test performance between high- and low-income families across OECD countries.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main multivariate findings about factors linked to the income achievement gap?",{"text":72,"@type":64},"The results indicate positive associations with educational differentiation and with national poverty and inequality levels, modest negative association with curricular standardization, and a large U.S. gap relative to the 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Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nPatterns of Cross-National Variation in the Association Between Income and Academic Achievement  \nAnna K. Chmielewski  \nUniversity of Toronto  \nSean F. Reardon  \nStanford University  \nIn a recent paper, Reardon found that the relationship between family income and children’s academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income–achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of “income achievement gaps” across this sample of countries. Second, we investigate the association between the size of a country’s income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.  \nKeywords: income achievement gap, cross-national comparisons, international large-scale assessments  \nThe relationship between family income and children’s academic achievement grew substantially stronger in the 1980sand 1990s in the United States (Reardon, 2011) . This increase occurred at the same time that income inequality in the United States grew sharply, raising the question of whether and how income inequality relates to the size of the relationship between family income and student test performance. That family income/socioeconomic status (SES) is related to children’s academic achievement is not surprising; that this relationship grew so rapidly in the last several decades, however, is rather surprising. The U.S. trends suggest that some of this growth may have been the result of rising income inequality. As one way of investigating the relationships between income inequality, school system characteristics, and the income achievement gap, we examine data from multiple countries with widely varying levels  \nof income inequality and school institutional structures.  \nSpecifically, we address two questions in the current paper. First, we investigate whether income is equally determinative of academic achievement across countries. We use data from the Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA) to estimate the magnitude of the “income achievement gap” between children from high- and  \nlow-income families in 20 Organisation for Economic Co-operation and Development (OECD) countries. Second, we investigate the association between the size of a country’s income achievement gap, its poverty and inequality levels, and a variety of other country characteristics, including welfare policies, parental support policies, and the degree of differentiation and standardization of national school systems. Here we hypothesize (a) that poverty and inequality are positively associated with the strength of the relationship between income and achievement; (b) that social welfare policies are negatively related to the income achievement gap; (c) that differentiation within the school system—in the form of curricular tracking and size of the private sector—is positively associated with the strength of the relationship between income and achievement; and (d) that standardization of the school system—indicated by the use of centralized examinations—is ","cbCaivWSRAXxMPGS","https://ap.wps.com/l/cbCaivWSRAXxMPGS","pdf",1132542,27,"English","# Patterns of Cross-National Variation\n## International Context and Research Design\n## Income–Achievement Gaps Across Countries\n## United States Trends and Comparative Results\n## Hypotheses on Poverty, Inequality, and School Systems","[{\"question\":\"What research questions does the paper address?\",\"answer\":\"It asks whether income is equally determinative of academic achievement across countries and how the size of a country’s income achievement gap relates to poverty, inequality, and other national characteristics.\"},{\"question\":\"Which international datasets are used to estimate income achievement gaps?\",\"answer\":\"The paper uses PIRLS and PISA data to estimate differences in test performance between high- and low-income families across OECD countries.\"},{\"question\":\"What are the main multivariate findings about factors linked to the income achievement gap?\",\"answer\":\"The results indicate positive associations with educational differentiation and with national poverty and inequality levels, modest negative association with curricular standardization, and a large U.S. gap relative to the sample.\"}]","Patterns of Cross-National Variation in the Association Between Income and Academic Achievement - Research Findings and Multivariate Analysis | PDF",1792068203,68]