ANALYZING THE OECD INDICATORS MODEL

The Organization for Economic Go-operation and Development (OECD) has identified an elaborate set of indicators by which to judge aspects of education systems. This paper provides a comparative analysis of the education-related features of 28 high-income countries an terms of thr ee blocks of indicators relating respectively to the contexts, process es and results of each system. Factor analyses skewed that several asp ects of the OECD model are more complicated than previously thought. F or this reason, the OECD faces a choice of enriching the range of indi cators or pruning same components to gain parsimony and greater countr y participation in data collection. The article demonstrates that to t he extent that the OECD model holds, education context variables appea r to influence costs, resources and school processes. In turn, process es appear to influence results including achievement though in some ca ses weakly and in other cases surprisingly. Although further changes i n the OECD model deserve consideration the article also shows how it h as grown substantially in scope, methodological rigor and country part icipation during the past decade.