ABSTRACT

This study investigates the multivariate relationships among socioeconomic factors, special education coverage (SEC), and reading across countries participating in the Program for International Student Assessment (PISA). Three socioeconomic factors were considered: (a) gross national income per capita, (b) income inequality via the Gini index, and (c) female adult literacy. Two education outcomes were examined: (a) school life expectancy (SLE), and (b) reading performance in the PISA 2009 and 2010 assessments. A structural equation model linking socioeconomic factors, education context factors, and SEC to reading and SLE was tested on 67 PISA countries. The model accounted for 63% of the variance in SEC, 71% of the variance in SLE, and 80% of the variance in reading performance. Special education coverage contributed significantly to SLE and reading. The roles of national economy and special education coverage in predicting reading are discussed.

摘要

这项研究调查了社会经济因素，特殊教育覆盖率（SEC）以及参加国际学生评估计划（PISA）的国家之间阅读之间的多元关系。考虑了三个社会经济因素：（a）人均国民总收入，（b）通过基尼系数得出的收入不平等，以及（c）成年女性识字率。检查了两个教育成果：（a）学校预期寿命（SLE），以及（b）在PISA 2009和2010评估中的阅读表现。在67个PISA国家中测试了将社会经济因素，教育背景因素和SEC与阅读和SLE联系起来的结构方程模型。该模型占SEC差异的63％，SLE差异的71％和阅读性能差异的80％。特殊教育覆盖率对SLE和阅读有显着贡献。讨论了国民经济和特殊教育覆盖面在预测阅读中的作用。