Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013

Jiali Huang, Yipeng Tang, Wenjie He, Qiong Li*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)


This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement.

Original languageEnglish
Pages (from-to)96-112
Number of pages17
JournalAsia Pacific Journal of Education
Issue number1
Publication statusPublished - 2019 Jan 2
Externally publishedYes


  • PISA2012
  • School excellence model
  • Singapore
  • TALIS2013
  • student learning

ASJC Scopus subject areas

  • Education


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