Early Learning and Child Well-being in Estonia by OECD

Author:OECD
Language: eng
Format: epub
Tags: education
Publisher: OECD Publishing
Published: 2020-03-12T00:00:00+00:00

Notes

← 1. Scoring at or below proficiency level 1 in the Programme for International Student Assessment (PISA) reading.

← 2. Scoring at or below proficiency level 1 in the Programme for the International Assessment of Adult Competencies (PIAAC) reading.

← 3. Scoring at or below proficiency level 1 in PIAAC numeracy.

← 4. Beck, McKeown and Kucan (2013[10]) propose a three-tier model of vocabulary development, where Tier 1 words are common words used in everyday speech (e.g. table, blue), Tier 2 words are high-frequency words that occur across contexts and are more common in written than spoken language (e.g. compare, coincidence). Tier 3 words are low-frequency words used in domain-specific contexts (e.g. thesis, ecosystem).

← 5. For more information, see the IELS assessment framework (OECD, 2020).

← 6. Where educational attainment information was available for two parents, the higher of the two was used.

← 7. While small numbers of children in the sample were aged 4 years 11 months or 6 years 1 month at the time of the assessment, there were too few to meet criteria for reporting and so their mean scores are not considered in this analysis.

← 8. There were too few children aged 5 years 0 months in the United States to reliably estimate their mean scores. Therefore, when comparing the size of score-point differences between older and younger children across all three participating countries, 5 years 1 month is the youngest age for which these comparisons can reliably be made.

← 9. A birth weight lower than 2.5 kg was defined as low.

← 10. In order of descending p-value.

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