Above Barriers: A Survey of Resilient Schools

Мarina Pinskaya - Candidate of Sciences of Pedagogics, Leading Research Fellow, Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: mpinskaya@hse.ruTatiana Khavenson - Research Fellow, International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: tkhavenson@hse.ruSergey Kosaretsky - Candidate of Sciences in Psychology, Director, Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: skosaretski@hse.ruRoman Zvyagintsev - Intern Researcher, Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: rzvyagincev@hse.ruAleksandra Mikhaylova - Intern Researcher, Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: s.mikhaylova211@gmail.comTatiana Chirkina - Intern Researcher, International Laboratory for Education Policy Analysis, Institute of Education, National Research University Higher School of Economics. E-mail: tchirkina@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.A field study was performed by experts from the Institute of Education, National Research University Higher School of Economics, as part of the Monitoring of Education Markets and Organizations conducted by HSE in cooperation with the Levada Center. Interviews and focus groups were organized with school principals, teachers, students and their parents in three schools teaching the most challenging type of students from low socioeconomic and cultural backgrounds, who nevertheless achieve high learning outcomes. This is a follow-up of the 2015 study of environment characteristics, management and education strategies of schools operating in unfavorable social contexts. Such schools are defined as resilient, meaning that they successfully resist the disadvantaged context beyond their control. The schools surveyed differ in the number of students, education programs, and the level of regional deprivation, yet all of them pursue similar strategies that are well-targeted and recognized by all educational process participants. Such strategies include: introducing limited selection and levelling off the student body, imposing high expectations and transparent requirements to learning outcomes, providing individual support and encouragement to students, and developing the skills boosting graduates' chances of successful socialization. Consistent implementation of these strategies will create conditions to promote academic resilience among students. Studying the experience of such schools appears to be crucial for solving the problem of inequality in education.