This study uses data from the 2015 cycle of the Trends in International Mathematics and Science Study (TIMSS) to investigate the role socioeconomic status plays in the education of 9-10 year olds in Northern Ireland. By using information on home resources and parents’ backgrounds we construct a new index of socioeconomic status that goes beyond the standard analysis usually possible from TIMSS data.
- There is a strong association between pupils’ socioeconomic status and their attainment in maths and science.
- This association is stronger than in other countries and it appears to be increasing.
- Attainment in mathematics has increased among the most advantaged groups but not among the least advantaged.
- Early learning education up to the age of three shows a positive association with TIMSS scores, and higher socioeconomic groups have much higher levels of participation in early learning.
- Participation in pre-primary education is also associated with higher scores but is more universal, with no difference in participation among socioeconomic groups.
- Extra mathematics tuition is associated with higher mathematics scores. Those in the highest socioeconomic group are twice as likely to have extra tuition as those in the lowest.
Sponsor(s): Department for Education
How to cite this publication:
Bradshaw, J.,De Lazzari, G., and Andrade, J. (2018). Performance in TIMSS 2015 of disadvantaged pupils in Northern Ireland. Slough: NFER