교육의 공정성과 적정성의 관계: 28개 OECD 회원국의 학업성취 결과를 중심으로 = The Relationship between Educational Fairness and Adequacy: Evidence from Student Achievement in 28 OECD Countries

다국어 초록 (Multilingual Abstract)

Educational equity has evolved into two distinctly different dimensions: fairness and adequacy. However, there is a lack of empirical studies exploring the relationship between educational fairness and adequacy. This study aimed to examine whether these two dimensions of equity tend to reinforce each other in practice or pull in different directions. Data for the study were taken from the most recent four waves of Programme for International Student Assessment. Focusing on the students’ math achievement, this study calculated educational fairness (the relationship between students’ socioeconomic status and their academic achievement) and educational adequacy (the percentage of students above the minimum standard; a Gini-type coefficient of academic achievement inequality). Based on the created variables, 28 OECD country panel data for the period 2006 to 2015 were constructed, and a fixed-effect model was used. The main findings of this study demonstrate that within-country changes in educational fairness are intertwined with adequacy. More specifically, the relationship between the SES coefficient and a Gini-type coefficient is positive, whereas no significant relationship is found between the SES coefficient and the percentage of students above the minimum standard. A negative relation is found between a Gini-type coefficient and the percentage of students above the minimum standard.

국문 초록 (Abstract)

학업성취 결과에 초점을 둔 교육 형평성 논의는 크게 교육의 공정성(fairness)과 교육의 적정성 (adequacy) 측면으로 구분된다. 선행연구 대부분은 여기에 대해 규범적으로 접근하고 있을 뿐 교육 의 공정성과 적정성이 상호 동반되는지 혹은 배타적인지를 경험적으로 확인한 연구는 찾아보기 어 렵다. 교육의 공정성과 적정성의 관계에 대한 실증적 증거는 각국이 교육결과의 형평성을 증진하기 위한 구체적인 방향을 설정하는 데 도움이 될 것이다. 이에 본 연구는 2006년부터 2015년까지 PISA에 모두 참여한 28개 OECD 회원국의 학업성취 결과를 대상으로 국가 내 교육 공정성의 변화 량과 교육 적정성의 변화량 간 관계가 어떠한지 탐색하였다. 교육의 공정성은 학생의 가정 배경과 학업성취도 간 관계를 나타내는 SES 계수로, 교육의 적정성은 기초학력 도달 학생 비율과 학업성 취 결과의 불평등한 정도를 나타내는 학업성취 Gini형 계수로 각각 확인하였다. 고정효과 모형을 활용한 분석결과, 교육의 공정성과 적정성이 서로 상충되는 관계가 아니라 상호 동반되는 관계이거 나 서로 관계가 없는 것으로 나타났다. 보다 구체적으로, SES 계수의 증가와 기초학력 도달 학생 비율의 증가 간에는 유의한 관계가 없는 것으로 나타났다. 반면에 SES 계수가 증가한 국가에서는 학업성취 Gini형 계수 역시 증가한 것으로 나타났다. 마지막으로 교육의 공정성을 측정한 두 변수 사이에도 유의미한 관계가 확인되었는데, 기초학력 도달 학생 비율이 증가한 국가에서 학업성취 Gini형 계수가 감소한 것으로 나타났다.

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