Positive, High‑achieving Students?

Annex C. List of tables available on line

The following tables are available in electronic form only.

Chapter 2. What do teachers and schools do that matters most for student achievement?

 

https://doi.org/10.1787/888934224239
Table 2.1	Teacher and school factors that matter for student achievement, based on lasso
Table 2.2	Variance in reading performance explained at the school level by teacher and school factors (focusing only on reading teachers)
Table 2.3	Variance in mathematics performance explained at the school level by teacher and school factors (focusing only on mathematics teachers)
Table 2.4	Variance in science performance explained at the school level by teacher and school factors (focusing only on science teachers)
Table 2.5	Relationship between reading performance and classroom practices (considering all teachers and controlling for student characteristics)
Table 2.6	Relationship between reading performance and classroom practices (focusing only on reading teachers and controlling for student characteristics)
Table 2.7	Relationship between reading performance and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.8	Relationship between reading performance and classroom practices (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.9	Relationship between mathematics performance and classroom practices (considering all teachers and controlling for student characteristics)
Table 2.10	Relationship between mathematics performance and classroom practices (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.11	Relationship between mathematics performance and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.12	Relationship between mathematics performance and classroom practices (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.13	Relationship between science performance and classroom practices (considering all teachers and controlling for student characteristics)
Table 2.14	Relationship between science performance and classroom practices (focusing only on science teachers and controlling for student characteristics)
Table 2.15	Relationship between science performance and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.16	Relationship between science performance and classroom practices (focusing only on science teachers and controlling for student characteristics and classroom composition)
Table 2.17	Relationship between mathematics performance and teacher characteristics (considering all teachers and controlling for student characteristics)
Table 2.18	Relationship between mathematics performance and teacher characteristics (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.19	Relationship between mathematics performance and teacher characteristics (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.20	Relationship between mathematics performance and teacher characteristics (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.21	Relationship between mathematics performance and sense of preparedness after initial education and training (considering all teachers and controlling for student characteristics)
Table 2.22	Relationship between mathematics performance and sense of preparedness after initial education and training (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.23	Relationship between mathematics performance and sense of preparedness after initial education and training (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.24	Relationship between mathematics performance and sense of preparedness after initial education and training (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.25	Relationship between reading performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 2.26	Relationship between reading performance and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics)
Table 2.27	Relationship between reading performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.28	Relationship between reading performance and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.29	Relationship between mathematics performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 2.30	Relationship between mathematics performance and teacher well-being and job satisfaction (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.31	Relationship between mathematics performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.32	Relationship between mathematics performance and teacher well-being and job satisfaction (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.33	Relationship between science performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 2.34	Relationship between science performance and teacher well-being and job satisfaction (focusing only on science teachers and controlling for student characteristics)
Table 2.35	Relationship between science performance and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.36	Relationship between science performance and teacher well-being and job satisfaction (focusing only on science teachers and controlling for student characteristics and classroom composition)
Table 2.37	Relationship between reading performance and working hours (considering all teachers and controlling for student characteristics)
Table 2.38	Relationship between reading performance and working hours (focusing only on reading teachers and controlling for student characteristics)
Table 2.39	Relationship between reading performance and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.40	Relationship between reading performance and working hours (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.41	Relationship between mathematics performance and working hours (considering all teachers and controlling for student characteristics)
Table 2.42	Relationship between mathematics performance and working hours (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.43	Relationship between mathematics performance and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.44	Relationship between mathematics performance and working hours (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.45	Relationship between science performance and working hours (considering all teachers and controlling for student characteristics)
Table 2.46	Relationship between science performance and working hours (focusing only on science teachers and controlling for student characteristics)
Table 2.47	Relationship between science performance and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.48	Relationship between science performance and working hours (focusing only on science teachers and controlling for student characteristics and classroom composition)
Table 2.49	Relationship between reading performance and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 2.50	Relationship between reading performance and classroom characteristics (focusing only on reading teachers and controlling for student characteristics)
Table 2.51	Relationship between mathematics performance and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 2.52	Relationship between mathematics performance and classroom characteristics (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.53	Relationship between science performance and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 2.54	Relationship between science performance and classroom characteristics (focusing only on science teachers and controlling for student characteristics)
Table 2.55	Relationship between reading performance and school culture (considering all teachers and controlling for student characteristics)
Table 2.56	Relationship between reading performance and school culture (focusing only on reading teachers and controlling for student characteristics)
Table 2.57	Relationship between reading performance and school culture (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.58	Relationship between reading performance and school culture (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.59	Relationship between mathematics performance and school culture (considering all teachers and controlling for student characteristics)
Table 2.60	Relationship between mathematics performance and school culture (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.61	Relationship between mathematics performance and school culture (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.62	Relationship between mathematics performance and school culture (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.63	Relationship between science performance and school culture (considering all teachers and controlling for student characteristics)
Table 2.64	Relationship between science performance and school culture (focusing only on science teachers and controlling for student characteristics)
Table 2.65	Relationship between science performance and school culture (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.66	Relationship between science performance and school culture (focusing only on science teachers and controlling for student characteristics and classroom composition)
Table 2.67	Relationship between science performance and induction (considering all teachers and controlling for student characteristics)
Table 2.68	Relationship between science performance and induction (focusing only on science teachers and controlling for student characteristics)
Table 2.69	Relationship between science performance and induction (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.70	Relationship between science performance and induction (focusing only on science teachers and controlling for student characteristics and classroom composition)
Table 2.71	Relationship between reading performance and type of professional development (considering all teachers and controlling for student characteristics)
Table 2.72	Relationship between reading performance and type of professional development (focusing only on reading teachers and controlling for student characteristics)
Table 2.73	Relationship between reading performance and type of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.74	Relationship between reading performance and type of professional development (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.75	Relationship between mathematics performance and type of professional development (considering all teachers and controlling for student characteristics)
Table 2.76	Relationship between mathematics performance and type of professional development (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.77	Relationship between mathematics performance and type of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.78	Relationship between mathematics performance and type of professional development (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.79	Relationship between reading performance and content of professional development (considering all teachers and controlling for student characteristics)
Table 2.80	Relationship between reading performance and content of professional development (focusing only on reading teachers and controlling for student characteristics)
Table 2.81	Relationship between reading performance and content of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.82	Relationship between reading performance and content of professional development (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.83	Relationship between reading performance and feedback received (considering all teachers and controlling for student characteristics)
Table 2.84	Relationship between reading performance and feedback received (focusing only on reading teachers and controlling for student characteristics)
Table 2.85	Relationship between reading performance and feedback received (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.86	Relationship between reading performance and feedback received (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.87	Relationship between mathematics performance and employment status (considering all teachers and controlling for student characteristics)
Table 2.88	Relationship between mathematics performance and employment status (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.89	Relationship between mathematics performance and employment status (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.90	Relationship between mathematics performance and employment status (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.91	Relationship between reading performance and school leadership (considering all teachers and controlling for student characteristics)
Table 2.92	Relationship between reading performance and school leadership (focusing only on reading teachers and controlling for student characteristics)
Table 2.93	Relationship between reading performance and school leadership (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.94	Relationship between reading performance and school leadership (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 2.95	Relationship between mathematics performance and school leadership (considering all teachers and controlling for student characteristics)
Table 2.96	Relationship between mathematics performance and school leadership (focusing only on mathematics teachers and controlling for student characteristics)
Table 2.97	Relationship between mathematics performance and school leadership (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.98	Relationship between mathematics performance and school leadership (focusing only on mathematics teachers and controlling for student characteristics and classroom composition)
Table 2.99	Relationship between science performance and school leadership (considering all teachers and controlling for student characteristics)
Table 2.100	Relationship between science performance and school leadership (focusing only on science teachers and controlling for student characteristics)
Table 2.101	Relationship between science performance and school leadership (considering all teachers and controlling for student characteristics and classroom composition)
Table 2.102	Relationship between science performance and school leadership (focusing only on science teachers and controlling for student characteristics and classroom composition)

Chapter 3. What do teachers and schools do that matters most for students' social and emotional development?

 

https://doi.org/10.1787/888934224258
Table 3.1	Between-school variance in students' social and emotional development, by non-cognitive outcome (considering all teachers)
Table 3.2	Variance in student perception of classroom disciplinary climate explained at the school level by teacher and school factors (considering all teachers)
Table 3.3	Variance in student perception of classroom disciplinary climate explained at the school level by teacher and school factors (focusing only on reading teachers)
Table 3.4	Variance in student perception of teacher enthusiasm explained at the school level by teacher and school factors (considering all teachers)
Table 3.5	Variance in student perception of teacher enthusiasm explained at the school level by teacher and school factors (focusing only on reading teachers)
Table 3.7	Variance in student educational expectations explained at the school level by teacher and school factors (considering all teachers)
Table 3.6	Variance in student perception of difficulty of the PISA test explained at the school level by teacher and school factors (considering all teachers)
Table 3.8	Teacher and school factors that matter for student social-emotional outcomes, based on lasso
Table 3.9	Relationship between student perception of classroom disciplinary climate and classroom practices (considering all teachers and controlling for student characteristics)
Table 3.10	Relationship between student perception of classroom disciplinary climate and classroom practices (focusing only on reading teachers and controlling for student characteristics)
Table 3.11	Relationship between student perception of classroom disciplinary climate and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.12	Relationship between student perception of classroom disciplinary climate and classroom practices (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.13	Relationship between student perception of teacher enthusiasm and classroom practices (considering all teachers and controlling for student characteristics)
Table 3.14	Relationship between student perception of teacher enthusiasm and classroom practices (focusing only on reading teachers and controlling for student characteristics)
Table 3.15	Relationship between student perception of teacher enthusiasm and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.16	Relationship between student perception of teacher enthusiasm and classroom practices (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.17	Relationship between student perception of difficulty of the PISA test and classroom practices (considering all teachers and controlling for student characteristics)
Table 3.18	Relationship between student perception of difficulty of the PISA test and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.19	Relationship between student educational expectations and classroom practices (considering all teachers and controlling for student characteristics)
Table 3.20	Relationship between student educational expectations and classroom practices (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.21	Relationship between student perception of difficulty of the PISA test and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 3.22	Relationship between student educational expectations and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 3.23	Relationship between student perception of classroom disciplinary climate and school culture (considering all teachers and controlling for student characteristics)
Table 3.24	Relationship between student perception of classroom disciplinary climate and school culture (focusing only on reading teachers and controlling for student characteristics)
Table 3.25	Relationship between student perception of classroom disciplinary climate and school culture (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.26	Relationship between student perception of classroom disciplinary climate and school culture (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.27	Relationship between student perception of teacher enthusiasm and school culture (considering all teachers and controlling for student characteristics)
Table 3.28	Relationship between student perception of teacher enthusiasm and school culture (focusing only on reading teachers and controlling for student characteristics)
Table 3.29	Relationship between student perception of teacher enthusiasm and school culture (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.30	Relationship between student perception of teacher enthusiasm and school culture (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.31	Relationship between student perception of classroom disciplinary climate and school leadership (considering all teachers and controlling for student characteristics)
Table 3.32	Relationship between student perception of classroom disciplinary climate and school leadership (focusing only on reading teachers and controlling for student characteristics)
Table 3.33	Relationship between student perception of classroom disciplinary climate and school leadership (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.34	Relationship between student perception of classroom disciplinary climate and school leadership (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.35	Relationship between student perception of classroom disciplinary climate and working hours (considering all teachers and controlling for student characteristics)
Table 3.36	Relationship between student perception of classroom disciplinary climate and working hours (focusing only on reading teachers and controlling for student characteristics)
Table 3.37	Relationship between student perception of classroom disciplinary climate and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.38	Relationship between student perception of classroom disciplinary climate and working hours (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.39	Relationship between student perception of teacher enthusiasm and working hours (considering all teachers and controlling for student characteristics)
Table 3.40	Relationship between student perception of teacher enthusiasm and working hours (focusing only on reading teachers and controlling for student characteristics)
Table 3.41	Relationship between student perception of teacher enthusiasm and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.42	Relationship between student perception of teacher enthusiasm and working hours (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.43	Relationship between student educational expectations and working hours (considering all teachers and controlling for student characteristics)
Table 3.44	Relationship between student educational expectations and working hours (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.45	Relationship between student educational expectations and content of initial education and training (considering all teachers and controlling for student characteristics)
Table 3.46	Relationship between student educational expectations and content of initial education and training (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.47	Relationship between student educational expectations and sense of preparedness after initial education and training (considering all teachers and controlling for student characteristics)
Table 3.48	Relationship between student educational expectations and sense of preparedness after initial education and training (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.49	Relationship between student perception of classroom disciplinary climate and type of professional development (considering all teachers and controlling for student characteristics)
Table 3.50	Relationship between student perception of classroom disciplinary climate and type of professional development (focusing only on reading teachers and controlling for student characteristics)
Table 3.51	Relationship between student perception of classroom disciplinary climate and type of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.52	Relationship between student perception of classroom disciplinary climate and type of professional development (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.53	Relationship between student perception of teacher enthusiasm and content of professional development (considering all teachers and controlling for student characteristics)
Table 3.54	Relationship between student perception of teacher enthusiasm and content of professional development (focusing only on reading teachers and controlling for student characteristics)
Table 3.55	Relationship between student perception of teacher enthusiasm and content of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.56	Relationship between student perception of teacher enthusiasm and content of professional development (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.57	Relationship between student educational expectations and content of professional development (considering all teachers and controlling for student characteristics)
Table 3.58	Relationship between student educational expectations and content of professional development (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.59	Relationship between student perception of classroom disciplinary climate and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 3.60	Relationship between student perception of classroom disciplinary climate and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics)
Table 3.61	Relationship between student perception of classroom disciplinary climate and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.62	Relationship between student perception of classroom disciplinary climate and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.63	Relationship between student perception of teacher enthusiasm and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 3.64	Relationship between student perception of teacher enthusiasm and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics)
Table 3.65	Relationship between student perception of teacher enthusiasm and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.66	Relationship between student perception of teacher enthusiasm and teacher well-being and job satisfaction (focusing only on reading teachers and controlling for student characteristics and classroom composition)
Table 3.67	Relationship between student perception of difficulty of the PISA test and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 3.68	Relationship between student perception of difficulty of the PISA test and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)
Table 3.69	Relationship between student educational expectations and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 3.70	Relationship between student educational expectations and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics and classroom composition)

Chapter 4. Does what teachers and schools do matter differently depending on student achievement and gender?

 

https://doi.org/10.1787/888934224277
Table 4.1	Relationship between low-achieving students' performance in reading and classroom practices (considering all teachers and controlling for student characteristics)
Table 4.2	Relationship between high-achieving students' performance in reading and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.3	Relationship between low-achieving students' performance in mathematics and classroom practices (considering all teachers and controlling for student characteristics)
Table 4.4	Relationship between high-achieving students' performance in mathematics and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.5	Relationship between low-achieving students' performance in science and classroom practices (considering all teachers and controlling for student characteristics)
Table 4.6	Relationship between high-achieving students' performance in science and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.7	Relationship between low-achieving students' performance in reading and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 4.8	Relationship between high-achieving students' performance in reading and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.9	Relationship between low-achieving students' performance in mathematics and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 4.10	Relationship between high-achieving students' performance in mathematics and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.11	Relationship between low-achieving students' performance in science and teacher well-being and job satisfaction (considering all teachers and controlling for student characteristics)
Table 4.12	Relationship between high-achieving students' performance in science and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.13	Relationship between low-achieving students' performance in reading and working hours (considering all teachers and controlling for student characteristics)
Table 4.14	Relationship between high-achieving students' performance in reading and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.15	Relationship between low-achieving students' performance in mathematics and working hours (considering all teachers and controlling for student characteristics)
Table 4.16	Relationship between high-achieving students' performance in mathematics and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.17	Relationship between low-achieving students' performance in science and working hours (considering all teachers and controlling for student characteristics)
Table 4.18	Relationship between high-achieving students' performance in science and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.19	Relationship between low-achieving students' performance in reading and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.20	Relationship between high-achieving students' performance in reading and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.21	Relationship between low-achieving students' performance in mathematics and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.22	Relationship between high-achieving students' performance in mathematics and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.23	Relationship between low-achieving students' performance in science and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.24	Relationship between high-achieving students' performance in science and classroom characteristics (considering all teachers and controlling for student characteristics)
Table 4.25	Relationship between low-achieving students' performance in reading and school culture (considering all teachers and controlling for student characteristics)
Table 4.26	Relationship between high-achieving students' performance in reading and school culture (considering all teachers and controlling for student characteristics)
Table 4.27	Relationship between low-achieving students' performance in mathematics and school culture (considering all teachers and controlling for student characteristics)
Table 4.28	Relationship between high-achieving students' performance in mathematics and school culture (considering all teachers and controlling for student characteristics)
Table 4.29	Relationship between low-achieving students' performance in science and school culture (considering all teachers and controlling for student characteristics)
Table 4.30	Relationship between high-achieving students' performance in science and school culture (considering all teachers and controlling for student characteristics)
Table 4.31	Share of schools, by type of within-school disparity in reading between girls and boys
Table 4.32	Share of schools, by type of within-school disparity in mathematics between girls and boys
Table 4.33	Share of schools, by type of within-school disparity in science between girls and boys
Table 4.34	Size of within-school disparities in performance between girls and boys, by subject
Table 4.35	Teacher and school factors that matter for within-school disparities in reading performance between girls and boys, based on lasso
Table 4.36	Variance in within-school disparities in reading between girls and boys explained by dimension (considering all teachers)
Table 4.37	Relationship between within-school disparities in reading between girls and boys and classroom practices (considering all teachers and controlling for school-level student characteristics)
Table 4.38	Relationship between within-school disparities in reading between girls and boys and school leadership (considering all teachers and controlling for school-level student characteristics)
Table 4.39	Relationship between within-school disparities in reading between girls and boys and school culture (considering all teachers and controlling for school-level student characteristics)
Table 4.40	Relationship between within-school disparities in reading between girls and boys and formal appraisal (considering all teachers and controlling for school-level student characteristics)
Table 4.41	Relationship between within-school disparities in reading between girls and boys and motivation to join the profession (considering all teachers and controlling for school-level student characteristics)
Table 4.42	Relationship between within-school disparities in reading between girls and boys and teachers' gender (considering all teachers and controlling for teachers' experience and school-level student characteristics)
Table 4.43	Relationship between within-school disparities in mathematics between girls and boys and teachers' gender (considering all teachers and controlling for teachers' experience and school-level student characteristics)
Table 4.44	Relationship between within-school disparities in science between girls and boys and teachers' gender (considering all teachers and controlling for teachers' experience and school-level student characteristics)
Table 4.45	Relationship between within-school disparities in reading between girls and boys and principals' views on teachers' attitudes regarding gender discrimination (considering all teachers and controlling for school-level student characteristics)
Table 4.46	Relationship between within-school disparities in mathematics between girls and boys and principals' views on teachers' attitudes regarding gender discrimination (considering all teachers and controlling for school-level student characteristics)
Table 4.47	Relationship between within-school disparities in science between girls and boys and principals' views on teachers' attitudes regarding gender discrimination (considering all teachers and controlling for school-level student characteristics)

Annex B. Technical notes on analyses in this report

https://doi.org/10.1787/888934224296
Table A B.1	Teacher and school factors included in the analyses
Table A B.2	Unweighted counts of schools, by number of sampled subject domain teachers
Table A B.3	Unweighted counts of students who repeated a grade, by sampled students' ISCED level
Table A B.4	Unweighted counts of schools, by sampled students' ISCED level