Individuelle und institutionelle Bedingungen gescheiterter Bildungsinvestitionen: Bildungsarmut im internationalen Vergleich

The article examines individual and institutional determinants of educational poverty from an international perspective. Building on classical theoretical explanations of social educational inequality, we assume that differences in the degree of educational poverty across countries are the result of differing patterns of familial investments in education. These patterns are structured by differences in educational systems, particularly by their stratification and standardization. Multi-level hierarchical regression models based on data from the OECD PISA 2009 study reveal that higher stratification is associated with a higher individual risk of being educationally poor. School autonomy and standardization in testing are associated with a lower risk of educational poverty. The portion of students going to private schools does not influence educational poverty, whereas higher levels of public financing reduce that risk.