Figure 2.25: Wealth Gradient of Learning Levels in Urban OIC vs Rural OECD and Non-OECD,

PISA 2012

Source: Author’s calculation. Wealth quintiles are country specific.

Figure 2.25

repeats the above analysis using PISA 2012 data. For illustrative purposes, only

levels 1 and 3 proficiency are considered. Compared to TIMSS (Figure 2.24), there is less

performance disparity within OIC across countries in PISA data. A much larger proportion of

children from the poorest wealth quintile succeed in crossing the minimum learning threshold

(level 1) in math and science. While the share of children attaining minimum learning increases

monotonically across wealth quintiles, the rich-poor gap is moderate compared to that in TIMSS

data. One country that is an exception to this monotonic positive relationship is Qatar, where

performance systematically declines in higher quintiles suggesting a ‘resource curse’. This is

true regardless of the assessment subject (math and science) and the level of proficiency.

Another country with weak wealth effect is Albania where the proportion of children crossing

levels 1 and 3 proficiency is low across all wealth groups. In terms of the performance of children

from the wealthiest group, Albania is ranked eight out of the nine participating OIC countries.

On the other hand, Kazakhstan does exceptionally well in minimizing the wealth gap. More than

80% Kazakhstani children in the bottom wealth group succeed in crossing the basic proficiency

threshold in math and science. Also impressive is the performance of Turkey -- in basic science

proficiency (i.e. level 1), Turkish children of all wealth groups show above 90% attainment.

The wealth effect documented above is worrying. Improved access to education is widely

regarded as a force for equalization of economic outcomes. However, this positive role of

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