Annex C. List of tables available on line
The following tables are available in electronic form only.
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) |
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) |
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) |
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 |
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