Assessing the Quality of Education in Bulgaria using PISA 2009

Abstract

This report reflects and analyzes the recently released survey results from the Program for International Student Assessment (PISA) conducted in 2009 by the Organization for Economic Co-operation and Development (OECD). The report examines the change in scores from 2006 to 2009 and looks at how much of the change can be attributed to improvements in the quality of the education system, how the poor, linguistic minorities and students at small schools fared over this period; as well as the relationship between various types of school autonomy and achievement. The analysis reveals that: (1) There were large increases in math and reading scores equivalent to one-half and one year of learning gains over time, and a modest improvement in the science scores; (2) All of the increase is attributed to improvements in the quality of the education system; (3) The poorest 20 percent of students improved just as much as the overall population. PISA 2009 shows that there has been little improvement in the equity of the Bulgarian education system as evidenced by the poor performance of small schools and socially disadvantaged groups, including linguistic minorities. Small schools have been excluded from the improvements and it is not clear whether linguistic minorities benefitted from the overall increased performance of the system. Future reform efforts need to address these outstanding challenges.