What Are the Statistics That Improve Education?
There is much research on national and international statistical sources on analyses and trends of educational inequalities, which allow for a descriptive and analytical overview of a population’s educational status and trends—such as attainment levels, dropout rates, and sociodemographic variables....
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-07-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/14/7/425 |
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| author | Marta Soler-Gallart Dragana Avramov Nancy Zoidou Saripapa Karol Melgarejo Cristian González López María Troya Porras Alba Pistón-Pozo Esther Oliver Mimar Ramis-Salas Javier Díez-Palomar Garazi Lopez de Aguileta |
| author_facet | Marta Soler-Gallart Dragana Avramov Nancy Zoidou Saripapa Karol Melgarejo Cristian González López María Troya Porras Alba Pistón-Pozo Esther Oliver Mimar Ramis-Salas Javier Díez-Palomar Garazi Lopez de Aguileta |
| author_sort | Marta Soler-Gallart |
| collection | DOAJ |
| description | There is much research on national and international statistical sources on analyses and trends of educational inequalities, which allow for a descriptive and analytical overview of a population’s educational status and trends—such as attainment levels, dropout rates, and sociodemographic variables. There is also research that has identified successful interventions across different countries that contribute to overcoming and reversing educational inequalities. However, the research on whether and how national and international statistical sources provide analyses on how to overcome and reverse educational inequalities remains underexplored. This article contributes to filling this gap by critically examining the available national and international statistical sources used in the educational field to analyze whether and how they include the necessary information for assessing the impact of specific educational interventions that overcome inequalities. Drawing on longitudinal and cohort studies within the European project REVERS-ED, the article highlights the need to move towards research models that incorporate explanatory variables and identify which interventions most effectively improve learning outcomes. Findings show that, despite widespread recognition of successful interventions, their impact is rarely reflected in official statistical systems, thereby limiting access to crucial information for teachers, policymakers, and educational institutions. Unlike disciplines such as medicine, education lacks systematic monitoring of the effects of successful interventions, making it difficult to establish clear correlations between them and learning outcomes. This paper advocates for greater accessibility to evaluative data and a shift towards applied, collaborative research that responds to the real needs of citizens, contributing to a more equitable, inclusive, and effective education system. |
| format | Article |
| id | doaj-art-42f138d2aae445208ea5057737f39d54 |
| institution | Kabale University |
| issn | 2076-0760 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-42f138d2aae445208ea5057737f39d542025-08-20T03:32:33ZengMDPI AGSocial Sciences2076-07602025-07-0114742510.3390/socsci14070425What Are the Statistics That Improve Education?Marta Soler-Gallart0Dragana Avramov1Nancy Zoidou Saripapa2Karol Melgarejo3Cristian González López4María Troya Porras5Alba Pistón-Pozo6Esther Oliver7Mimar Ramis-Salas8Javier Díez-Palomar9Garazi Lopez de Aguileta10Department of Sociology, University of Barcelona, 08034 Barcelona, SpainPopulation and Social Policy Consultants, 1000 Brussels, BelgiumKMOP-Social Action and Innovation Centre, 10434 Athens, GreeceDepartment of Linguistic, Science and Mathematics Education, University of Barcelona, 08035 Barcelona, SpainDepartment of Sociology, University of Barcelona, 08034 Barcelona, SpainDepartment of Sociology, University of Barcelona, 08034 Barcelona, SpainDepartment of Linguistic, Science and Mathematics Education, University of Barcelona, 08035 Barcelona, SpainDepartment of Sociology, University of Barcelona, 08034 Barcelona, SpainDepartment of Sociology, University of Barcelona, 08034 Barcelona, SpainDepartment of Linguistic, Science and Mathematics Education, University of Barcelona, 08035 Barcelona, SpainDepartment of Sociology, University of Barcelona, 08034 Barcelona, SpainThere is much research on national and international statistical sources on analyses and trends of educational inequalities, which allow for a descriptive and analytical overview of a population’s educational status and trends—such as attainment levels, dropout rates, and sociodemographic variables. There is also research that has identified successful interventions across different countries that contribute to overcoming and reversing educational inequalities. However, the research on whether and how national and international statistical sources provide analyses on how to overcome and reverse educational inequalities remains underexplored. This article contributes to filling this gap by critically examining the available national and international statistical sources used in the educational field to analyze whether and how they include the necessary information for assessing the impact of specific educational interventions that overcome inequalities. Drawing on longitudinal and cohort studies within the European project REVERS-ED, the article highlights the need to move towards research models that incorporate explanatory variables and identify which interventions most effectively improve learning outcomes. Findings show that, despite widespread recognition of successful interventions, their impact is rarely reflected in official statistical systems, thereby limiting access to crucial information for teachers, policymakers, and educational institutions. Unlike disciplines such as medicine, education lacks systematic monitoring of the effects of successful interventions, making it difficult to establish clear correlations between them and learning outcomes. This paper advocates for greater accessibility to evaluative data and a shift towards applied, collaborative research that responds to the real needs of citizens, contributing to a more equitable, inclusive, and effective education system.https://www.mdpi.com/2076-0760/14/7/425educationeducational statisticslearning outcomesscientific evidencesuccessful educational actionsapplied research |
| spellingShingle | Marta Soler-Gallart Dragana Avramov Nancy Zoidou Saripapa Karol Melgarejo Cristian González López María Troya Porras Alba Pistón-Pozo Esther Oliver Mimar Ramis-Salas Javier Díez-Palomar Garazi Lopez de Aguileta What Are the Statistics That Improve Education? Social Sciences education educational statistics learning outcomes scientific evidence successful educational actions applied research |
| title | What Are the Statistics That Improve Education? |
| title_full | What Are the Statistics That Improve Education? |
| title_fullStr | What Are the Statistics That Improve Education? |
| title_full_unstemmed | What Are the Statistics That Improve Education? |
| title_short | What Are the Statistics That Improve Education? |
| title_sort | what are the statistics that improve education |
| topic | education educational statistics learning outcomes scientific evidence successful educational actions applied research |
| url | https://www.mdpi.com/2076-0760/14/7/425 |
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