Beyond the mean estimate: a quantile regression analysis of inequalities in educational outcomes using INVALSI survey data

Abstract

The number of studies addressing issues of inequality in educational outcomes using cognitive achievement tests and variables from large-scale assessment data has increased. Here the value of using a quantile regression approach is compared with a classical regression analysis approach to study the relationships between educational outcomes and likely predictor variables. Italian primary school data from INVALSI large-scale assessments were analyzed using both quantile and standard regression approaches. Mathematics and reading scores were regressed on students' characteristics and geographical variables selected for their theoretical and policy relevance. The results demonstrated that, in Italy, the role of gender and immigrant status varied across the entire conditional distribution of students’ performance. Analogous results emerged pertaining to the difference in students’ performance across Italian geographic areas. These findings suggest that quantile regression analysis is a useful tool to explore the determinants and mechanisms of inequality in educational outcomes. A proper interpretation of quantile estimates may enable teachers to identify effective learning activities and help policymakers to develop tailored programs that increase equity in education.