By Melanie Holland, CEI Intern.
According to the study, United States principals’”more so than any of the other 29 countries in the study’”believe that many of their students come from socioeconomically disadvantaged backgrounds. U.S. principals believe that almost 65% of classrooms consist of classrooms with at least 30% of its students coming from disadvantaged backgrounds. In comparison, principals in Mexico estimate it to be 44% of classrooms; principals in Brazil estimate 40%; principals in Australia estimate 26%; principals in Sweden estimate 10%; and principals in Japan estimate 6%.
These estimations are telling when compared to the actual share of disadvantaged students, according to an index based on income, parents’ education and other factors. As visible in Graph 1, only 13% of United States classrooms have with 30% of students that come from socioeconomically disadvantaged backgrounds. This is smaller than most of the other 30 countries.
Schleicher stipulates that this data is especially critical because low-income student perform particularly poorly on the mathematics tests in countries where a large number of principals describe their students as disadvantaged. He seems to point blame at school leadership’”if they had a more accurate perception of their students’ socioeconomic disadvantages, they would treat their students differently, leading to better test results.
Though I think the data presented by the OECD could be instrumental in developing and implementing thoughtful school leadership training and reform, I struggle to make the same connections between the data and the ‘blame’ for the United State’s continual poor scores on international tests like the PISA. Schleicher too closely links the principals’ estimation of student disadvantage with low expectations for their students’ ability to succeed. He also discredits many other aspects of our educational system that play into our students’ performance on international tests.
Regardless of the connections made, this set of data gives us insight into the need for increased consciousness and awareness in our school leaders. It seems that it is just as easy to ignore the socioeconomic disadvantages of students, as it is to ignore the details of those disadvantages’…either way, students are being lumped into one group to make it easy to process the job(s) at hand.