Agasisti, T;
Avvisati, F;
Borgonovi, F;
Longobardi, S;
(2021)
What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data.
Social Indicators Research
, 151
pp. 749-781.
10.1007/s11205-021-02668-w.
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Abstract
Many school-level policies, such as school funding formulae and teacher allocation mechanisms, aim at reducing the influence of students’ low socio-economic condition on academic achievement. Benchmarks and indicators based on large-scale international assessments can be used to measure academic success and identify if and when disadvantaged students are successful. We build on such work and develop a new method for identifying a cross-country comparable metric of the academic success of socio-economically disadvantaged students using data from the Programme for International Student Assessment (PISA). We estimate the prevalence of successful disadvantaged students in 56 countries, as well as changes over time between 2006 and 2015. In addition, we focus on the PISA 2015 edition and explore school factors associated with the probability that disadvantaged students will be successful academically in a subsample of 18 countries. Findings reveal that successful disadvantaged students attend schools with a better disciplinary climate and that provide additional time for instruction in key subjects.
| Type: | Article |
|---|---|
| Title: | What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11205-021-02668-w |
| Publisher version: | https://doi.org/10.1007/s11205-021-02668-w |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. |
| Keywords: | Equity indicators; Resilience; Multilevel models; School policies |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10126180 |
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