Abstract

The study examines associations between school-based teacher hiring and achievement inequality in mathematics and science. Using a nationally representative sample of 295,416 students from 34 OECD member countries who participated in the Program for International Student Assessment (PISA) 2012, the study finds that school-based hiring is associated with a larger gap in the distribution of teacher quality between advantaged and disadvantaged schools. This study also finds an association between school-based hiring and inequality of achievement based on socioeconomic status. This suggests that school-based hiring may contribute to exacerbating inequality in learning opportunities and increasing family background’s positive effect on achievement.

Citation

Han, S.W. (2018). School-based teacher hiring and achievement inequality: A comparative perspective. International Journal of Educational Development, 61(1), 82-91. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/195654/.

Keywords

• Achievement inequality
• mathematics
• PISA
• School-based hiring
• science