International Achievement Gaps and Educational Deficits
This chapter addresses the question of international achievement gaps in terms of globality. How well do US students fare against peers in other developed countries? What key family and school factors account for international achievement gaps? A comparison of the math achievement trajectory between the United States and other nations shows that American students learn less than East Asian counterparts during middle school years and that the gap is attributable to between-country differences in the learning environment (e.g., curriculum standards, teacher quality, student engagement). A comparison of social achievement gaps in the United States and Korea shows that the two countries have similarly large achievement gaps between high- and low-socioeconomic (SES) students but different inequality mechanisms. In Korea, family SES tends to affect students’ achievement gaps primarily through differential private tutoring opportunities, whereas American family SES tends to affect students’ achievement gap primarily through differential schooling opportunities and teacher quality.
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.