Grade Expectations : How Marks and Education Policies Shape Students’ Ambitions (OCED)

SamaelET · 2023-06-17T12:42:11+00:00

Perhaps the most crucial finding of the report is that socio-economically advantaged students and girls are more likely to receive better marks from their teachers, even when compared to socio-economically disadvantaged students or boys who perform equally well in PISA and report similar attitudes and behaviours. What this suggests is that teachers give higher-than-expected marks to girls and socio-economically advantaged students, possibly because they tend to reward, on top of performance and the set of attitudes and behaviours that are measured by PISA, other attitudes and behaviours that girls and advantaged students are most likely to adopt. Whatever the reason, inequalities in marking practices may lead to inequalities in educational expectations, and, later, to inequalities in educational attainment and labour-market outcomes, thus perpetuating social disparities and reducing opportunities for upward mobility, especially among disadvantaged boys.

In most countries and economies, performance is only one of the factors that determine expectations: on average, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and socio- economically disadvantaged students who perform just as well.

Girls and socio-economically advantaged students are more likely to receive better marks, even when compared to boys and socio-economically disadvantaged students who perform equally well in reading and have similar attitudes and behaviours.

In this context, marks may have particularly long-lasting consequences for some students, as students may interpret marks as being the best guide when choosing their path beyond school. As a result, for example, marks alone help to explain more than 25% of the relationship between expectations and gender among boys and girls who perform equally well in similar programmes.

Women today are attaining higher levels of education than men. As of 2009 and on average across the OECD, women show highern entry rates into both tertiary-type A and B programmes and higher graduation rates from these programmes (OECD, 2011a). By 2003, girls held equal or higher expectations of educational attainment in all OECD countries that participated in PISA 2003, with the exception of Japan. In fact, in 19 OECD countries, girls held expectations of significantly higher educational attainment than boys (McDaniel, 2010). In 2006, in almost all OECD countries girls expected to attain higher occupational status than boys in careers that require a post-secondary education (OECD, 2012c).

Boys are significantly more likely to expect to end their formal education after completing their upper secondary degree in all but two countries: Austria and Singapore. In Iceland, Ireland, New Zealand and Slovenia, the greater likelihood that boys expect to end their formal education after completing upper secondary school is related to boys’ poorer performance in reading and/or mathematics. The gender gap in expectations remains in 15 countries and economies even after comparing boys and girls who perform similarly. This means that boys are more likely than girls to expect to end their formal education in upper secondary school, even if they do just as well as girls on the PISA assessment

Title	Grade Expectations : How Marks and Education Policies Shape Students’ Ambitions (OCED)
Author	SamaelET
Upvotes	13
Comments	1
Date	June 17, 2023 12:27 PM UTC (3 years ago)
Subreddit	Posted in /r/Male_Studies
Original Link	https://old.reddit.com/r/Male_Studies/comments/14bpw46/grade_expectations_how_marks_and_education/
Archive Link	https://theredarchive.com/r/Male_Studies/grade-expectations-how-marks-and-education.1222652 https://theredarchive.com/post/1222652

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