| Relevance/rationale of the indicator (resp. why the indicator was chosen to measure the target and how it is suitable for these purposes) |
To measure the general level of disparity between two sub-populations of interest with regard to a given indicator. The further from 1 the parity index lies, the greater the disparity between the two groups of interest. It allows education policy to be targeted at those groups most at risk of educational inequalities. |
| Target value of the indicator and its evaluation |
|
| Definition |
See relevant indicators 4.1.1, 4.6.1 and 4.c.1 |
| Measuring unit |
Dimensionless |
| Indicator disaggregation |
See relevant indicators 4.1.1, 4.6.1 and 4.c.1 |
| Reference period (resp. the period to which the indicator relates) |
Year |
| Related geographical area |
CZ (NUTS 0) |
| Comment |
Parity index - the share between two categories, shows the ratio of the representation of the given categories in the given indicator. The closer to 1, the more balanced the representation of both categories.
(https://unstats.un.org/sdgs/indicators/database/?indicator=4.5.1)
E.g. in the proportion of children and young people (a) in grades 2/3 achieving at least a minimum proficiency level in reading literacy, the value of the girl / boy parity index for 2001 is 1.01 (source: PIRLS 2001 survey data). That means, the minimum level was reached by practically the same proportion of girls as boys.
In contrast, for the proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading literacy, the parity index value for worse / better socio-economic status in 2015 is 0.66 (source: PISA 2015 survey data). That means, the minimum level was reached by a significantly lower proportion of pupils from poorer socio-economic backgrounds.
Values between 0.9–1.1 can be evaluated as unproblematic, lower / higher values show uneven representation. |
