Skip to main content

Educational Administration and the Inequality of School Achievement

  • 98 Accesses

Introduction

One of the biggest and most pressing educational problems confronting many countries around the world today is the inequality of school achievement. Although the problem has long been with us, in recent times, it has become far more transparent through the use of international measurements such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMMS), and especially OECD’s Programme for International Student Assessment (PISA). All three report their 3- or 5-year findings in ways which not only rank the performance of the participants from top to bottom, above and below a central standard (e.g., a score of 500) but also identify the range of scores within individual countries between the highest and lowest achievers. Some nations rank consistently well or poorly, while others rise and fall in the rankings; some countries have a very narrow range of scores between top and bottom students, while others have...

Keywords

  • School Achievement
  • Charter School
  • Educational Administration
  • Educational Administrator
  • Initial Inequality

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

References

  • Brighouse, H., & Schouten, G. (2011). Understanding the context for existing reform and research proposals. In G. Duncan & R. Murnane (Eds.), Whither opportunity? Rising inequality, schools and children’s life chances. New York/Chicago: Russell Sage Foundation/Spencer Foundation.

    Google Scholar 

  • Clark, J. (2011). Explaining differences in school achievement: Comment from the neurozone. New Zealand Journal of Educational Studies, 46(2), 89–94.

    Google Scholar 

  • Davis, A. (2004). The credentials of brain-based learning. Journal of Philosophy of Education, 38(1), 21–34.

    CrossRef  Google Scholar 

  • Evers, C. (1993). Hodgkinson on moral leadership. Educational Management and Administration, 21(4), 259–262.

    CrossRef  Google Scholar 

  • Nash, R. (2010). In H. Lauder (Ed.), Explaining inequalities in school achievement. Farnham: Ashgate.

    Google Scholar 

  • Parata, H. (2014). Investing in educational success: The learning and achievement challenge. Cabinet document 17/1/2014. Wellington: Office of the Minister of Education.

    Google Scholar 

  • Reardon, S. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. Duncan & R. Murnane (Eds.), Whither opportunity? Rising inequality, schools and children’s life chances (pp. 93–115). New York/Chicago: Russell Sage Foundation/Spencer Foundation.

    Google Scholar 

  • Schrag, F. (2013). Can this marriage be saved? The future of “neuro-education”. Journal of Philosophy of Education, 47(1), 20–30.

    CrossRef  Google Scholar 

  • Snook, I., & O’Neill, J. (2010). Social class and educational achievement: Beyond ideology. New Zealand Journal of Educational Studies, 45(2), 3–18.

    Google Scholar 

  • Snook, I., & O’Neill, J. (2014). Poverty and inequality of educational achievement. In V. Carpenter & S. Osborne (Eds.), Twelve thousand hours (pp. 19–43). Auckland: Dunmore Publishing.

    Google Scholar 

  • Winter, C. (2014). Curriculum knowledge, justice, relations: The schools white paper (2010) in England. Journal of Philosophy of Education, 48(2), 276–292.

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to John Clark .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this entry

Cite this entry

Clark, J. (2016). Educational Administration and the Inequality of School Achievement. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_289-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-532-7_289-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Online ISBN: 978-981-287-532-7

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social Sciences