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Advantaged students also reported having many more books at home than their disadvantaged peers, as well as works of art, classical literature, and books of poetry. While disadvantaged students had fewer books, cultural possessions, and fewer educational resources at home, a large majority had access to a desk, a quiet place to study, a dictionary, a computer, and an Internet connection at home 19 Qian Chen (OECD, 2013a). On the other hand, some studies have presented contradictory evidence. A recent study by Ker (2015) compared the influences of student-, teacher- and school-level factors on mathematics performance of Singaporean and the United States eighth graders using a multilevel analysis of TIMSS 2011 data.

725097 Mullis, I. V. , Martin, M. , Gonzalez, E. , & Chrostowski, S. J. (2004). TIMSS 2003 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Mullis, I. V. , Martin, M. , & Foy, P. (2008). TIMSS 2007 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades.

OECD. (2013a). PISA 2012 Results: Excellence through equity: Giving every student the chance to succeed (Vol. II). Paris: OECD Publishing. OECD. (2013b). PISA 2012 Results: Ready to learn students’ engagement, drive and self-beliefs (Vol. III). Paris: OECD Publishing. OECD. (2013c). PISA 2012 Results: What makes schools successful? Resources, policies and practices (Vol. IV). Paris: OECD Publishing. OECD. (2014a). PISA 2012 Results in focus: What 15-year-olds know and what they can do with what they know: Key results from PISA 2012.

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