A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth
Journal
Comparative Education
Journal Volume
53
Journal Issue
2
Pages
166-191
Date Issued
2017
Author(s)
Rappleye J.
Abstract
Several recent, highly influential comparative studies have made strong statistical claims that improvements on global learning assessments such as PISA will lead to higher GDP growth rates. These claims have provided the primary source of legitimation for policy reforms championed by leading international organisations, most notably the World Bank and OECD. To date there have been several critiques but these have been too limited to challenge the validity of the claims. The consequence is continued utilisation and citation of these strong claims, resulting in a growing aura of scientific truth and concrete policy reforms. In this piece we report findings from two original studies that invalidate these statistical claims. Our intent is to contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics. ? 2017 Informa UK Limited, trading as Taylor & Francis Group.
Subjects
economic growth; education policy; Gross Domestic Product; growth rate; human capital; knowledge; learning; OECD; policy reform; statistical analysis; World Bank
Type
journal article