??一般来说，兴隆国家有着比打开我国家非常好的教育本钱，而教育本钱关于一个学生的考试成果有着至关重要的作用。所以，兴隆国家学生的均匀成果一般要优于打开我国家学生。但关于富国的穷学生和穷国的富学生来说，谁会有着更高的预期考试成果呢？
it’s better to be a poor pupil in a rich country than the reverse
在富国做个穷学生要比在穷国做个富学生好
country and family income are equally important for predicting students’ test scores
国家财富和家庭收入关
于一个学生的预期考试成果相同重要
there are?some things money can’t buy. education, however, does not appear to be among them—at least as measured by performance on international exams. on average, pupils in wealthy countries obtain vastly higher test scores than those in developing ones. in turn, strong students tend to become productive workers, making the mostly rich economies they join richer still.
有些东西是钱买不到的。但教育如同是可以买到的，至少从世界性考试的成果来看是这样的。均匀而言，兴隆国家学生的考试成果要远远优于打开我国家学生。反过来，成果优良的学生究竟一般会变成高效的职工，然后让正本就殷实的经济体变得愈加殷实。
the exact mechanism by which knowledge is bought remains unclear. do students in the rich world fare better because their governments provide superior schools? or is the reason that they tend to have richer parents, and enjoy more educational resources at home??
收购常识的切当机制当前尚不理解。兴隆国家的学生之所以体现得非常好，是因为政府供给了非常好的学校吗？仍是因为他们的父母更赋有，使其在家就能得到更多的教育本钱？
a new working paper by dev patel of harvard university and justin sandefur of the centre for global development, a think-tank, offers strong evidence that the wealth of a country affects exam results just as much as the wealth of a pupil’s household does.
哈佛大学的戴夫·帕特尔和智库全球打开中心的贾斯汀·桑德福尔在一份最新的作业陈述中有力地证明晰，国家财富和家庭财富相同会对一个学生的考试成果发生无量的影响。
evaluating test scores around the world is harder than it sounds. although pupils in the rich world mostly take one of a few big international exams, many developing countries rely on regional tests. this?precludes?apples-to-apples comparisons.
评价世界各地的考试成果听起来简略，实则很难。尽管兴隆国家的学生大都会参加为数不多的几个大型世界考试中的一个，但许多打开我国家的学生仍只会参加区域性考试。这就很难进行同类推较。
the authors?surmounted?this?obstacle?by fielding an exam in 2016 for 2,314 children in bihar, in northern india. it included both questions from the leading tests and ones taken from smaller exams.?
2016年，该研讨的作者为印度北部比哈尔邦的2314名儿童组织了一场考试，然后战胜着这一妨碍。这场考试既包括大考，也包括小查验。
using answers from the same pupils on the same day to questions from different tests, they built a statistical model they called a “rosetta stone”. it can translate scores from a range of exams—such as one used solely in west africa—into an equivalent mark on other common international tests.
他们使用同一天同一批学生对不一样查验疑问的答复树立了一个被称为“罗塞塔石碑”的计算模型。该模型可以将一系列考试的分数（比方仅在西非国家运用的考试）变换为其他世界通用考试的等值分数。
messrs patel and sandefur then used these equations to estimate how pupils in 80 different countries would fare on the?benchmark?trends in international mathematics and science study (timss). their data show that the wealth of a student’s country and family have similar impacts on test scores—meaning that big gaps in gdp per person matter more than small ones in household income do.?
接下来，帕特尔和桑德福使用这些换算公式对来自80个不一样国家的学生在世界数学和科学研讨基准趋势（timss）中的体现进行了预算。他们的数据闪现，学生地址国家的财富和家庭财富对考试成果有着类似的影响——这意味着，比较家庭收入的细小差异，人均gdp的无量差异对成果的影响更大。
for example, pupils from families that are very poor by rich-world standards—those earning $5,000 a year (measured in 2005 dollars)—were expected to score around 500 out of 1,000 on the timss in america, and 560 in japan. in contrast, those whose parents make $10,000 a year in an upper-middle-income country, such as costa rica, still manage only the equivalent of a 475.
例如，依照兴隆国家的标准，就来自非常贫穷家庭（以2005年的美元价值衡量，年收入为5000美元的家庭）的学生在timss中的预期分数来说，美国学生为500分，日本学生为560分。比较之下，在哥斯达黎加等中高级收入国家，那些父母年收入达1万美元的孩子在timss中的预期分数仅为475分。
the study also found that the influence of parental earnings is not constant. instead, an extra $1,000 in family income “buys” a larger increase in test scores in highly unequal countries than it does in ones that split their economic pie more evenly.?
研讨还发现，父母收入对孩子考试成果的影响并不是原封不动的。比较财富分配较为对等的国家，在那些高度不对等的国家，家庭年收入每添加1000美元，便可“买到”相对更高的考试分数。
one possible reason is that elites tend to educate their children privately in places where wealth is concentrated, such as brazil. in contrast, in countries with relatively flat income distributions, like croatia or armenia, pupils from different social classes are more likely to attend the same schools. this could reduce the impact of family wealth on test scores.?
致使这一表象的缘由可以在于，在财富会集的国家（比方巴西），高手们更倾向于让自个的孩子承受私立教育。比较之下，在收入分配较为均匀的国家（比方克罗地亚或亚美尼亚），来自不一样社会阶层的学生更有可以进入同一所学校。这或许会削减家庭财富对孩子考试成果的有影响。
(赤色标示词为重难点词汇)?
重难点词汇：preclude?[pr??klu?d] vt. 打扫；阻止；阻挡surmount?[s?r?ma?nt] vt. 战胜；跳过；打败
obstacle?[?ɑ?bst?kl] n. 妨碍；烦扰；阻止
benchmark?[?bent?mɑ?rk] n. 基准
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