Decomposing educational inequality in achievement test scores using ANOGI methodology

Abstract

This paper addresses the influence of ethnic and gender disparities on educational outcomes and recognizes the significance of maternal education in shaping students' academic achievements. The study aims to evaluate the efficacy of policies aimed at integrating maternal involvement in education among 15-year-old students from OECD countries. Specifically, it investigates whether students' mean performance is more aligned with their peers or their mothers. Employing the ANOGI methodology, which employs Gini coefficient decomposition, the research compares two classifications: One centered on students’ test scores alone and another on students with mothers having high school education. The findings reveal that the latter classification shows greater stratification, particularly in countries with performance below the OECD mean. Furthermore, inequality trends across reading, mathematics and literacy vary based on gender and nationality. In conclusion, the study highlights the significance of tailored support, gender-specific interventions, promoting maternal education, teacher development and sustained research in enhancing student achievement.