Yariv Feniger

How not to reason with PISA data: an ironic investigation

International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally.

Unpacking secularization: Structural changes, individual choices and ethnic paths

Studies of secularization suggest it is a complex and multidimensional process and that secularization unfolds in different sets of identities, practices and values. But, in spite of its non-linear and non-coherent character, secularization it is not necessarily arbitrary and individualistic. Rather, as this work demonstrates, ethnic groups may be influenced by similar secularizing forces, but the impact of these forces will be different and different paths of secularization will take place. In this work, based on a survey conducted in March 2009 of a representative sample of the adult Jewish population in Israel, we study three major ethnic groups in Israel to demonstrate how ethnicity influences the process of secularization measured in beliefs, practices and attitudes. Our findings demonstrate that ethnicity creates distinct paths of secularization with different changes of practices, beliefs and values. While for some ethnic groups secularization happens alongside a significant change in beliefs, practices and behaviors, for others religion remains significant and secularization is more partial, especially when measured in liberal values.

The power of numbers: the adoption and consequences of national low-stakes standardised tests in Israel

The use of standardised tests as a central tool in education policy has in recent decades become a common feature of many national education systems. In 2002 the Israeli Ministry of Education introduced new mandatory state tests for primary and middle schools. The article describes the adoption of these low-stakes tests and assesses their impact on schools using quantitative and qualitative data. It shows that the tests have unintended negative consequences similar to those reported in studies on high-stakes tests in other countries. An explanation for these findings, based on the notion of ‘power of numbers,’ is proposed and discussed.

Jewish ethnicity and educational opportunities in Israel: evidence from a curricular reform

Based on a 20% representative sample of all high school students in Israel in the mid-1990s, this study explores a reform implemented in low socio-economic status (SES) state religious high schools. Most of their students were from the disadvantaged Jewish ethnic group in Israel, Mizrachim. Perceived as unable to meet the requirements of academic programs, more than half these students studied on lower ranked vocational tracks. As part of the reform, these tracks were replaced by academic tracks aimed at awarding students a matriculation diploma. Comparable low SES secular high schools did not adopt the same curriculum change, so a comparison of these two types of school for learning opportunities became possible. Results revealed a significant improvement in matriculation eligibility rates in low SES religious schools while eligibility rates in comparable non-religious schools remained relatively stable.

Risk Groups in Exposure to Terror: The Case of Israel's Citizens

This research addresses a largely ignored question in the study of terror: who are its likely victims? An answer was sought through analysis of comprehensive data on civilian victims of terror in Israel from 1993 through 2003. The chances of being killed in seemingly random terror attacks were found unequally distributed in Israeli society, but the weaker sectors were not the most vulnerable. This pattern may be attributed to the perpetration of most terror attacks in public places, where members of underprivileged groups are less likely to be. Paradoxically, ethnic segregation, gender and other forms of social exclusion and inequality may have helped to protect marginalized social groups from the risk of terror victimization.

Evidence-based decision making or a tunnel vision effect? TIMSS, problem definition and policy change in Israeli mathematics education

ABSTRACT This study examines the influence of the Trends in International Mathematics and Science Study (TIMSS) 1999 results on mathematics education policy in Israel. Analyzing various documents, the study shows how these results transformed policymakers’ discourse regarding mathematics education. In order to achieve improvement in Israel’s ranking, the middle school mathematics curriculum was aligned with the TIMSS test. Following this change, the scores of Israeli students rose considerably in TIMSS 2011. Parallel results from Programme for International Student Assessment (PISA) and Israeli internal standardized tests, however, do not show comparable improvement in mathematics achievement. High school matriculation data for the same period of time show a decline in the percentage of students who took the most advanced mathematics courses. Furthermore, none of these data sources show any noticeable reduction in social inequality in mathematics achievement. On the basis of theoretical insights from political science, it is argued that international tests influence the way educational problems are framed and defined. Thus, instead of enriching educational decision-making processes, these tests can create a tunnel vision effect that restricts policymakers’ attention to ‘problems’ and ‘solutions’ defined by the tests themselves.