OECD Home › Directorate for Education and Skills › Early childhood and schools › Latest Documents
English, Excel, 3,729kb
A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.
The report examines whether and how parents’ involvement is related to their child’s proficiency in and enjoyment of reading -- and it also offers comfort to parents who are concerned that they don’t have enough time or the requisite academic knowledge to help their children succeed in school.&l
While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to
This study provides a literature review on school funding formulas across OECD countries. It looks at three salient questions from a comparative perspective: i) What kind of school formula funding schemes exist and how are they used, particularly for promoting the needs of socially disadvantaged pupils?; ii) How do school formula funding regimes perform according to equity and efficiency standards?; iii) What are the unresolved
The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.
English, Excel, 3,435kb
This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality through Korea's early childhood education and care (ECEC) curriculum.
Learning beyond Fifteen focuses on the development of reading proficiency between the ages of 15 and 24 using the results of a Canadian study that combines PISA data with a follow-up survey, the Youth in Transition Survey (YITS)
English, , 1,524kb
This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality through the Czech Republic’s early childhood education and care (ECEC) curriculum.
English, , 3,504kb
This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality through England's early childhood education and care (ECEC) curriculum.
This report examines the socio-economic profile of publicly and privately managed schools in PISA participating countries and economies.