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for comments and useful insights. We would like to thank the following groups for their funding support: Economic and Social Research Council (ESRC). ES/ K00817X/1. Funding to pay the Open Access publication charges for this article was provided by The

A small group of high-performing East Asian economies dominate the top of the Programme for International Student Assessment (PISA) rankings. This has caught the attention of Western policymakers, who want to know why East Asian children obtain such high PISA scores, and what can be done to replicate their success. This paper investigates whether children of East Asian descent, who were born and raised in a Western country (Australia), also score highly on the PISA test. It then explores whether their superior performance (relative to children of Australian heritage) can be explained by reasons often given for East Asian students' extraordinary educational achievements. The results suggest that second-generation East Asian immigrants outperform their native Australian peers in mathematics by more than 100 PISA test pointsthe equivalent of two and a half years of schooling. Moreover, the magnitude of this achievement gap has increased substantially over the last ten years. Yet there is no 'silver bullet' that can explain why East Asian children excel academically. Rather a combination of factors, each making their own independent contribution, seem to be at play. Western policymakers should therefore appreciate that it may only be possible to catch the leading East Asian economies in the PISA rankings with widespread cultural change.

Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in curricular and ability stratification. We use evidence from the PISA 2003 database to test the hypothesis that (a) greater between-school academic stratification would be associated with stronger relationships between socioeconomic status and educational expectations and (b) when this effect is decomposed, achievement differentials would explain a greater proportion of this relationship in countries with greater stratification. Results supported these hypotheses.

Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers' performance in science examinations. This finding is robust to the use of different measures of inquiry, different examinations/measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups.

Summary.  A gap in cognitive skill between richer and poorer children is evident from a very early age. Some studies have also suggested that highly able children from disadvantaged homes are overtaken by their rich but less able peers before the age of 10 years, in terms of their cognitive skill. This finding has become a widely cited ‘fact’ within the academic literature and has had a major influence on public policy and political debate. We show that this finding is vulnerable to a spurious statistical artefact known as regression to the mean and we propose the application of an alternative methodology to address this problem. After applying some simple adjustments for regression to the mean to data from the Millennium Cohort Study, we no longer find convincing evidence that able but disadvantaged pupils fall behind their more advantaged but less able peers.

It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non‐fiction, fiction, newspapers and comics) and their PISA reading scores. Analysing data from more than 250,000 teenagers from across 35 industrialised countries, we find evidence of a sizeable ‘fiction effect’; young people who read this type of text frequently have significantly stronger reading skills than their peers who do not. In contrast, the same does not hold true for the four other text types. We therefore conclude that encouraging young people to read fiction may be particularly beneficial for their reading skills. Interventions encouraging fiction reading may be especially important for boys from disadvantaged socio‐economic backgrounds, who are less likely to read this text type.

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