Cross-national comparisons of educational achievement rely upon each participating country collecting nationally representative data. While obtaining high response rates is a key part of reaching this goal, other potentially important factors may also be at play. This paper focuses on one such issue—exclusion rates—which has received relatively little attention in the academic literature. Using data from 20 years of international large-scale assessment data, we find there to be modest variation in exclusion rates across countries and that there has been a relatively small increase in exclusion rates in some over time. We also demonstrate how exclusion rates tend to be higher in studies of primary students than in studies of secondary students. Finally, while there seems to be little relationship between exclusion rates and response rates, there is a weak negative association between the level of exclusions and test performance. We conclude by discussing how information about exclusions—and other similar issues—might be more clearly communicated to non-specialist audiences.

教育成就的跨国比较依赖于每个参与国收集具有全国代表性的数据。虽然获得高回复率是实现这一目标的关键部分，但其他潜在的重要因素也可能发挥作用。本文重点讨论这样一个问题——排除率——这一问题在学术文献中受到的关注相对较少。利用 20 年国际大规模评估数据，我们发现各国的排除率存在适度差异，而且随着时间的推移，一些国家的排除率增幅相对较小。我们还证明了小学生研究中的排除率往往高于中学生研究中的排除率。最后，虽然排除率和回复率之间似乎没有什么关系，排除水平与测试表现之间存在微弱的负相关关系。最后，我们讨论了如何将有关排除和其他类似问题的信息更清楚地传达给非专业受众。