From PISA 2009 to PISA 2018: Equity in Hong Kong Secondary Mathematics and Science Education

This study examines equity in mathematics and science education among secondary students in Hong Kong, focusing on the differences of gender, immigration, and family's social-economic status in mathematics and science performance. The analysis involved the datasets extracted from the recent four cycles of Programme for International Student Assessment (PISA): 2009, 2012, 2015, and 2018. Independent sample T-tests and linear regression analyses were conducted. The results showed that: (i) the gender gap was reversed in favour of girls in both mathematics and science in 2018 for the first time since 2009; (ii) native-born students significantly outperformed their immigrant peers in both mathematics and science, but the magnitudes of the differences were small; and (iii) social-economically status had a positive yet modest effect on mathematics and science performance. In a nutshell, Hong Kong secondary students, in general, regardless of immigration status and family's social-economic background, have enjoyed a quality education in mathematics and science, and girls have begun to outperform boys in these two areas.