Bruno Suchaut

Bio: Bruno Suchaut is an academic researcher from University of Lausanne. The author has contributed to research in topics: Reading comprehension & Higher education. The author has an hindex of 12, co-authored 59 publications receiving 649 citations. Previous affiliations of Bruno Suchaut include University of Burgundy.

Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us:

Abstract: After describing both average scores, dispersion, and social inequalities in achievement in the various countries included in the latest Programme for International Student Assessment (PISA) study, this article relates those ‘products' to country economic and cultural characteristics. It then explores relations between student scores and a number of institutional characteristics of countries' educational systems. Results show that relations exist between average scores and certain institutional or pedagogical practices such as grade repeating or tracking. A high degree of social inequality in achievement proves to be associated with overall score dispersion and degree to which educational system differentiates among students.

Tonalité sociale du contexte et expérience scolaire des élèves au lycée et à l'école primaire

Abstract: Cet article presente les principaux resultats d’une recherche visant a evaluer et analyser l’influence de la composition sociale du contexte scolaire – school mix dans la litterature anglo-saxonne – sur les progressions et certaines attitudes des eleves, ainsi que sur certains jugements des enseignants, et ce a la fois au niveau de l’ecole primaire et de la classe de 2nde des lycees. L’influence de la tonalite sociale du contexte apparait modeste, pour ce qui est des progressions des eleves une annee donnee. Les resultats revelent par ailleurs des effets contextuels significatifs sur les aspirations professionnelles des eleves, certaines de leurs attitudes, ou encore les attentes et exigences des enseignants. Mais la question reste ouverte de la facon la plus pertinente d’apprehender la maniere dont les effets de contexte s’accumulent au cours du temps ainsi que les dimensions du contexte susceptibles de « faire des differences », qu’il s’agisse du climat normatif des classes, du fonctionnement pedagogique ou de la tonalite sociale elle-meme.

Caractéristiques des systèmes éducatifs et compétences des jeunes de 15 ans

Abstract: HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Caractéristiques des systèmes éducatifs et compétences des jeunes de 15 ans Marie Duru-Bellat, Nathalie Mons, Bruno Suchaut

Progressions scolaires, mémoire de travail et origine sociale : quels liens à l’école élémentaire ?

Abstract: Issu d’une recherche portant sur la structure et l’evolution des acquisitions a l’ecole elementaire, cet article se focalise sur les liens entre les apprentissages scolaires et les capacites cognitives apprehendees par la memoire de travail. Reposant sur une approche longitudinale, l’article vise a mettre en evidence la relation qui existe entre la memoire de travail et les acquisitions scolaires au cours du cycle III. Le lien entre memoire de travail et origine sociale est egalement examine. Les resultats offrent des pistes de reflexion en matiere de politique educative, notamment quant au developpement d’activites susceptibles de reduire les ecarts sociaux et cognitifs entre les eleves.

The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations

Abstract: In this chapter I examine whether and how the relationship between family socioeconomic characteristics and academic achievement has changed during the last fifty years. In particular, I investigate the extent to which the rising income inequality of the last four decades has been paralleled by a similar increase in the income achievement gradient. As the income gap between highand low-income families has widened, has the achievement gap between children in highand low-income families also widened? The answer, in brief, is yes. The achievement gap between children from highand lowincome families is roughly 30 to 40 percent larger among children born in 2001 than among those born twenty-five years earlier. In fact, it appears that the income achievement gap has been growing for at least fifty years, though the data are less certain for cohorts of children born before 1970. In this chapter, I describe and discuss these trends in some detail. In addition to the key finding that the income achievement gap appears to have widened substantially, there are a number of other important findings. First, the income achievement gap (defined here as the income difference between a child from a family at the 90th percentile of the family income distribution and a child from a family at the 10th percentile) is now nearly twice as large as the black-white achievement gap. Fifty years ago, in contrast, the black-white gap was one and a half to two times as large as the income gap. Second, as Greg Duncan and Katherine Magnuson note in chapter 3 of this volume, the income achievement gap is large when children enter kindergarten and does not appear to grow (or narrow) appreciably as children progress through school. Third, although rising income inequality may play a role in the growing income achievement gap, it does not appear to be the dominant

Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective

Abstract: We review the comparative literature on the impact of national-level educational institutions on inequality in student achievement. We focus on two types of institutions that characterize the educational system of a country: the system of school-type differentiation (between-school tracking) and the level of standardization (e.g., with regard to central examinations and school autonomy). Two types of inequality are examined: inequality in terms of dispersion of student test scores and inequality of opportunity by social background and race/ethnicity. We conclude from this literature, which mostly uses PISA, TIMSS, and/or PIRLS data, that inequalities are magnified by national-level tracking institutions and that standardization decreases inequality. Methodological issues are discussed, and possible avenues for further research are suggested.

Socioeconomic school segregation in a market-oriented educational system. The case of Chile

Abstract: This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both lowSES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role.

The Role of Schooling in Perpetuating Educational Inequality An International Perspective

Abstract: In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.

Relación entre la composión de la escuela y las características de su proceso, y su efecto en el rendimiento matemático / Relationship between school composition and characteristics of school process and their effect on mathematics achievement

Abstract: Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.