EDUCATIONAL EQUITY IN MOLDOVAN COMPULSORY SCHOOLS Factors behind Outcome Differences in PISA 2015

Abstract

Aim: To examine within-country differences in the effect of school-level factors and schools’ compensatory power through directly comparing the estimated coefficients on individual- and between-school levels. Theory: Input-Process-Output (IPO) conceptual and analytical model in the rubric of educational outcomes and predictive factors of Educational Effectiveness Research Method: Two-level models with random-slope were estimated at student- and school levels using Mplus application as a statistical tool. Results: None of the variables covered by PISA 2015 in Moldova may be defined as a strong predictor of cognitive performance of Moldovan students. The context of school location is the strongest school-level factor, positively associated with increased inequity in cognitive results of Moldovan students. Equal distribution of more- and less-qualified teachers across the schools. Compensatory power of Romanian-medium-school teaching style against the inequity in students’ cultural background.