OECD 형평성 지표로 본 교육격차 추이: - 서울교육종단연구 1~9차년도 자료 분석을 바탕으로 -

Abstract

Seoul citizens have faced an increasing inequality of income and wealth resulting in the achievement gap among students with diverse backgrounds. This study aims to examine student achievement gap trends longitudinally observed in the transition from primary school to high school. By shedding light on the achievement gap, particularly, it is to provide a policy implication for dealing with socioeconomic disparity issues in Seoul City. For these research purposes, authors analyzed urban patterns and trends in variations of academic achievement starting from 4th grade up to 12th grade using all waves of the Seoul Education Longitudinal Study of 2010 (SELS: 2010~2018). Drawing on the analytical strategy suggested by OECD (sets of multivariate regression, ANOVA and T-test analyses), we investigated variability of the achievement gap in terms of three dimensions (impact of social backgrounds, achievement gap by social backgrounds and ratio of academically resilient students) during 9 years. Key results are 1) impact of social backgrounds has been consistently prominent on the academic achievement from 5th grade to 12th grade, 2) the SELS 2010 cohort demonstrated a significant gap by social backgrounds starting from 5th grade and maintaining to middle school in which the biggest gap came up; the gap gradually decreased during high school and 3) the ratio of academically resilient students has annually declined within the period 2010-2018. Based on these results, we further discussed policy implications on educational equity and future directions of achievement gap research.