Teacher Education and Development Study in Mathematics - IEA

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PART 1: TEACHER RELATIVE PAY AND STUDENT PERFORMANCE 43 Table 8: Gini Coefficients for Case Study Countries, by Country, 1990 to 2001 Country Income Distribution (Gini coefficient x100) 1990 1995 Latest Year Australia 41.7 35.0 (1994) Botswana 54.2 (1986) Bulgaria 24.5 34.4 (1993) 32.0 (2001) Chile 57.9 56.5 (1994) 58.0 (2000) Chinese Taipei 30.1 30.8 Finland 26.1 27.0 (2000) France 34.9 33.0 Germany 32.2 28.0 (2000) Hong Kong SAR 45.0 43.0 (1996) Italy 32.2 36.0 (2000) Korea 33.6 32.0 (1998) Mexico 50.3 55.0 (2000) Norway 33.3 26.0 (2000) Philippines 41.0 43.0 (1994) 46.0 (2000) Singapore 40.0 42.0 (1998) Spain 28.0 35.0 (2000) Switzerland 34.0 (2000) Thailand 48.8 43.0 (1996) 42.0 (2002) United Kingdom 32.3 36.0 (1999) United States 37.8 41.0 (2000) Source: 1990 and 1995—Deininger and Squire (1996); latest year—World Bank (2005); world development indicators— http://devdata.worldbank.org/dataonline/. Table 9: Estimated Relationship between Relative Teacher Salaries, Income Distribution, and GDP per Capita in 20 Countries, Early 2000s Variable Male Teacher Salary/Scientist Salary Female Teacher Salary/Scientist Salary Gini Coefficient -0.284 0.130 0.255 0.508 (-0.62) (0.24) (0.70) (1.14) GDP per Capita 6.70 x 10 -6 4.07 x 10 -6 (1.30) (0.98) Intercept 0.943*** 0.649** 0.806*** 0.626** F-value 0.38 1.04 0.49 0.72 N 20 20 20 20 Adjusted R 2 -0.034 0.004 -0.027 -0.030 Note: **Statistically significant at 5% level of significance; ***statistically significant at 1% level. Source: Table 34, t-values in parentheses.
44 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT mathematics skills into the profession. But again, without a historical events analysis, it is difficult to determine if the high mathematics skills were there before union impact or if the high mathematics skills were the result of unions raising salaries and attracting highly skilled individuals into teaching. Keeping these complexities in mind, we estimated the relationship between the teacher/ scientist salary ratio and student performance on the mathematics portion of the TIMSS and PISA tests. All of the countries for which we estimated relative teacher salaries had participated in TIMSS 2003 or PISA 2003. We first needed to estimate a TIMSS score and a PISA score for each of the 20 countries in our sample that participated in one or other of the tests. Fourteen of the 20 countries participated in TIMSS and 11 in PISA. In total, 17 countries in the world (including many not in our sample) participated in both tests that year. From those 17 scores, we estimated a relationship between the scores and used that relationship to estimate TIMSS scores for those countries in our sample where students sat the PISA but not the TIMSS test. We also used the relationship to estimate PISA scores for those countries in which the students sat the TIMSS test but not the PISA. 6 Table 10 shows the average scores of students in each country in our sample. The imputed TIMSS and PISA scores for 2003 are indicated in bold font. Table 10: TIMSS and PISA Mathematics Scores, by Country, 2003 Country TIMSS Mathematics Scores PISA Mathematics Scores Australia 505 524 Botswana 366 358 Bulgaria 476 460 Chile 387 377 Chinese Taipei 585 562 Finland 551 544 France 525 511 Germany 518 503 Hong Kong SAR 586 550 Italy 484 466 Korea 589 542 Mexico 424 385 Philippines 378 369 Singapore 605 581 Spain 504 485 Switzerland 537 527 Thailand 450 417 United Kingdom 498 481 United States 504 483 Source: TIMSS—Mullis, Martin, Gonzalez, and Chrostowski (2004). 6 The estimated relationships were as follows: R 2 = 0.73); R 2 = 0.73). When we developed estimates for the 1999 TIMSS score compared to the 2000 PISA score, based on the 22 countries that took both tests in those years, we found very similar results, although R 2 (0.70) was slightly lower.
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