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The Politicization of PISA in Evidence-Based Policy Discourses

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Title: The Politicization of PISA in Evidence-Based Policy Discourses
Language: English
Authors: Louis Volante (ORCID 0000-0002-8723-6774), Paola Mattei
Source: Policy Futures in Education. 2024 22(8):1554-1569.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Politics of Education, Educational Policy, Policy Analysis, Discourse Analysis, Evidence Based Practice, International Assessment, Foreign Countries, Achievement Tests, Secondary School Students, Public Policy, Educational Change, Decision Making
Geographic Terms: Japan, Sweden, Canada
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1177/14782103241227309
ISSN: 1478-2103
Abstract: Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies -- high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a neutral enterprise that is guided by the best available evidence. Indeed, political discourse and policy framing surrounding PISA often results in the selective use of results to justify contested policy reforms. Brief cases from Japan, Sweden, and Canada illustrate how national policies have been adopted that are not grounded, and may even run counter, to research findings. The discussion examines the politicization of PISA and its symbolic role in adding legitimacy to education reform agendas. Collectively, the analysis offers an alternative perspective to the popular notion that PISA guides evidence-based decision-making.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446171
Database: ERIC
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  Data: The Politicization of PISA in Evidence-Based Policy Discourses
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2024 22(8):1554-1569.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/14782103241227309
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  Data: Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies -- high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a neutral enterprise that is guided by the best available evidence. Indeed, political discourse and policy framing surrounding PISA often results in the selective use of results to justify contested policy reforms. Brief cases from Japan, Sweden, and Canada illustrate how national policies have been adopted that are not grounded, and may even run counter, to research findings. The discussion examines the politicization of PISA and its symbolic role in adding legitimacy to education reform agendas. Collectively, the analysis offers an alternative perspective to the popular notion that PISA guides evidence-based decision-making.
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Public Policy
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