Although results from international tests may be a valid and comparable measure of knowledge acquisition up until the 8th grade (TIMSS) or until 15 years old (PISA), they are often misinterpreted as measuring the relative quality of schooling in different countries. Such interpretations are made...

The article presents first results of the Monitoring of educational and labor trajectories of high school and university graduates. This project has been launched by HSE in 2009. The research group has conducted surveys among university students in their last year studies in two regions of...

Yuliya Tyumeneva, Ph.D. in Psychology, senior researcher at the Center for Monitoring Educational Quality, National Research University - Higher School of Economics, Moscow, Russian Federation. Email: jutu@yandex.ru Yuliya Kuzmina, analyst at the Center for Monitoring Educational Quality,...

The authors estimate contribution of different factors in reading skills of 15?year-olds by using four models of multilevel regression analysis. It turned out that the most significant factor is family background - not only at the individual level, but at the school level as well (average school...

The purpose of our study is to compare the impact of an extra year of schooling on PISA achievement across several national education systems and explore why that impact may differ across systems. We first attempt to measure and compare the impact of an extra year of schooling on PISA...

Math achievement is affected by social factors such as socioeconomic status (SES) and domain-general cognitive factors such as phonological ability. Little is known how the effects of cognitive factors change depending on social factors during development. This study focuses on the estimation of...

In this study, we aimed to estimate the effect of phonological processing in the emergence of specific maths or combined maths and reading difficulties during the first year of schooling. We also estimated whether the high level of phonological processing could be a resource for coping with math...

Researchers have postulated that there is a positive effect of autonomy-supportive teacher practices on academic interest. Few studies, however, investigate how these practices can reduce the gender gap in mathematics interest. The goal of our study is to examine how autonomy-supportive...

The main aim of this study was to estimate direct and indirect effects of phonological ability and vocabulary knowledge on subsequent mathematics and reading performance. To achieve our goals we used two-wave longitudinal data from the international Performance Indicators in Primary Schools...

Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic...