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Abstract Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy—skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school‐related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4–12‐year‐olds,N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTSWe examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies.Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition.Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations.Our data have implications for designing efficacious educational initiatives to improve school quality globally.
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This content will become publicly available on December 17, 2026
Intraindividual variability, how do I measure thee? Let me count the ways
Objective: The present study aimed to better understand key conceptualizations and operationalizations of intraindividual variability (IIV). We expected that differing types and metrics of IIV would relate to one another and predict outcomes (academic achievement) similarly. Method: The sample comprised 238 young adults. IIV was computed within and across six measures – three related to math and three more generally cognitive; in each case, score was separated from response time. We computed three types of IIV (inconsistency, dispersion, and dispersion of inconsistency), across several metrics (standard deviation, coefficient of variability, residualized standard deviation), and assessed their interrelations, and their prediction of academic achievement. Results: Differing metrics of variability were related to one another, but variably so. For prediction, whether or not inconsistency IIV metrics were significant was highly dependent on the measure they were derived from, with or without the primary score for a given measure also included. For dispersion of inconsistency and dispersion, variability metrics were often significant, though this was eliminated in most cases when score was also included in models. Conclusions: By concurrently examining multiple metrics and types of IIV within the same set of measures, this study highlights the need to (a) clarify the type of IIV utilized and why; (b) clarify the rationale for the kinds of measures used to compute IIV, particularly dispersion; and (c) include score alongside timing. Doing so will likely improve the generalizability of IIV findings, and prompt future research avenues, both psychometric- (e.g., simulations) and clinical-related (e.g., across ages and populations).
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- Award ID(s):
- 1760760
- PAR ID:
- 10656768
- Publisher / Repository:
- Taylor & Francis
- Date Published:
- Journal Name:
- The Clinical Neuropsychologist
- ISSN:
- 1385-4046
- Page Range / eLocation ID:
- 1 to 28
- Subject(s) / Keyword(s):
- Intraindividual Variability Dispersion Inconsistency Standard Deviation Coefficient of Variation
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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