POTENTIAL OF INTERNATIONAL STUDENT ASSESSMENTS TO MEASURE EDUCATIONAL OUTCOMES OF ROMA STUDENTS
This article explores the potential of international student assessments to measure learning outcomes of Roma students, taking PISA 2009 as example. We find that even though many countries with considerable Roma minorities participated in PISA, Slovakia is the only country that has collected a sufficient large amount of data about Romani-speaking students. Drawing on household surveys, we discuss possible reasons for the underrepresentation of Roma students in international assessments. Furthermore, we disaggregate PISA 2009 data in order to compare learning outcomes between Romani-speaking students and their Slovak- and Hungarian-speaking peers. Results point to multiple disadvantages of Romani-speaking students with regard to pre-school participation, school entry, grade repetition and learning outcomes. Finally, we discuss options to improve the analysis of learning outcomes of Roma students.
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