Measuring educational inequality of opportunity: pupil’s effort matters

The distinction between effort and other factors, such as family background, matters for correcting policies and normative reasons when we appeal to inequality of opportunity. We take advantage of a purposefully designed survey on secondary schools in rural Bangladesh to offer a comprehensive view of the importance of overall effort when measuring inequalities of opportunity in education. The analysis comprises decomposition exercises of the predicted variance of student performance in mathematics and English by source (effort, circumstances, etc.) and subgroup (within- and between-schools) based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between 31% and 40% of the total predicted variances in performance scores. The contribution of overall effort falls by 10% when the correlation between effort and circumstances is taken into account. These findings are robust to the choice of estimation strategy (i.e. combined within- and between-schools variation models versus multilevel random-effect models). All in all, these results advocate that social determinism in education can be mitigated by individual effort at school

The potential determinants of young people's sense of justice: an international study

This paper uses reports from 13,000 Grade Nine pupils in five countries to examine issues such as whether they were treated fairly at school, trust their teachers and adults in wider society, are willing to sacrifice teacher attention to help others, and support the cultural integration of recent immigrants. Using such reports as ‘outcomes’ in a multi‐stage regression model, it is clear that they are largely unrelated to school‐level pupil mix variables. To some extent, these outcomes are stratified by pupil and family background in the same way for all countries. However, the largest association is with pupil‐reported experience of interactions with their teachers. Teachers appear to be a major influence on young people's sense of justice and the principles they apply in deciding whether something is fair. The paper concludes by suggesting ways in which schools and teachers could take advantage of this finding

Marquis de Vogué, de l'Académie française, Jérusalem hier et aujourd'hui. Notes de voyage.

Trannoy A. Marquis de Vogué, de l'Académie française, Jérusalem hier et aujourd'hui. Notes de voyage.. In: Échos d'Orient, tome 16, n°99, 1913. p. 190

Marquis de Vogué, de l'Académie française, Jérusalem hier et aujourd'hui. Notes de voyage.

Trannoy A. Marquis de Vogué, de l'Académie française, Jérusalem hier et aujourd'hui. Notes de voyage.. In: Échos d'Orient, tome 16, n°99, 1913. p. 190