The purpose of this paper is twofold. First, it examines the extent of equity in the academic achievement distribution by analyzing Israeli students’ high school matriculation scores, controlling for background characteristics (e.g. parental education) and for previous achievement. Second, it analyzes the trends in equity during the examined period from 2001 to 2011.
Nationwide extensive data sets, at the student level, of 11 cohorts are analyzed using logistic regression models.
Major findings reveal that the odds ratios (ORs) are in favor of students from families with a high level of parental education (an increment of one year of parental education increases the odds of student’s success by 3 percent). In addition, the ORs are less favorable for Arab students (30 percent lower). Furthermore, a high previous achievement level increases the odds of success (an increment of 1 percent in achievement increases the odds by 6 percent). In addition, the extent of inequity remains stable throughout the examined period.
Israel serves as an interesting case study, as its student achievement distribution in international examinations is characterized by the highest gap compared with other OECD countries, although its policy aspires to achieve equity. This puzzle, is the motivation for this study. Moreover, insights from this research might assist policy makers to promote equitable education.
Dadon-Golan, Z., BenDavid-Hadar, I. and Klein, J. (2019), "Equity in education: the Israeli case", International Journal of Educational Management, Vol. 33 No. 7, pp. 1670-1685. https://doi.org/10.1108/IJEM-09-2018-0291Download as .RIS
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