The latest (2012) PISA results are out! PISA is a test of fairly basic, practical skills given to 15‐year‐olds around the world. Here are some of the highlights:
- U.S. performance is essentially flat across subjects since 2003
- Finland’s performance has declined substantially since 2003
- Korea is continuing to improve, solidifiying its position as one of the highest performing nations
- Already the highest‐performing Latin American country, Chile has continued to improve, leaving the regional average further behind.
The U.S. story needs little elaboration. Neither the structure nor the content of American schooling has changed in educationally meaningful ways since 2003. We still have 50 state education monopolies, with a growing but still realtively small homogenizing federal presence.
The “Replicate Finland!” bandwagon was always misguided. It is simply not sensible to take a nation’s performance on a single test, in isolation, as evidence for the merits (or demerits) of its national education policies. There are too many other factors that affect outcomes, and there are too many important outcomes for a single test to measure. For those who nevertheless championed Finland as a model, the latest PISA results are a bit awkward (see, for instance, the book: The Smartest Kids in the World).
Though the Chilean student protests of 2011 and 2012 focused on the desire for free, universal college, the leaders of that movement also harshly criticized that nation’s universal K‑12 private school choice program. About 60 percent of children in Chile attend private schools, most of them fully or substantially funded by the national government. One of the most famous protest leaders, Camila Vallejo, was recently elected to the Chilean congress as a member of the Communist party. The influence of Vallejo and her compatriots has shifted public sentiment against crucial aspects of the nation’s private school choice program, despite the fact that private schools themselves remain extremely popular with parents. It is quite possible that, in the coming years, Chile will unravel the very policies that have made it one of the fastest improving countries in the world and the top performer in Latin America.
The NEA has called for higher U.S. teachers’ salaries based on the PISA results, arguing that some of the top performing countries pay their teachers more relative to people in other careers. This is self‐serving and scientifically dubious. The NEA presents no evidence for a causal link between overall teacher salaries and student performance, just a bit of random cherry picking that ignores countless confounding factors. To find the real link between average salaries and performance, we can look at domestic U.S. research on the subject. Hanushek and Rivkin, for instance, find that “overall salary increases for teachers would be both expensive and ineffective.” Not surprisingly, a recent review of Ohio’s data on teacher “value‐added” and teacher pay finds an inverse relationship:
in Cleveland… teachers deemed “Least Effective” by the new state evaluation system earned, on average, about $3,000 more than the teachers deemed “Most Effective.”
There’s some evidence that tying teacher pay to student performance helps to improve learning, but that’s about it.
Finally, it’s important to remember that PISA is a test of everyday “literacy” in the three subjects it covers (math, reading, and science). If you want to know how well students are learning the specific academic content needed for continuing study at the college level, PISA isn’t your best choice. For that, take a look at TIMSS.