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Equality of Educational Opportunities, Schools’ Characteristics and Resilient Students: An Empirical Study of EU-15 Countries Using OECD-PISA 2009 Data

Author

Listed:
  • Tommaso Agasisti

    (School of Educational Management (SUM))

  • Sergio Longobardi

    (University of Naples “Parthenope”)

Abstract

In the existent literature, little attention has been paid to the characteristics of the schools attended by the “resilient” students, i.e. those that, despite their socioeconomic background, are able to obtain high academic results. The paper explores this topic by using OECD-PISA 2009 data for EU-15 countries; we estimate a statistical model to find those school-level variables that are correlated with the probability of a disadvantaged student being resilient, net of country-specific structural differences. A by-product of the study is a better understanding of the educational drivers that help disadvantaged students and this can be beneficial for a country’s educational system as a whole. In particular, the analysis reveals that schools attended by resilient students do offer more extracurricular activities and are characterized by a better positive school climate.

Suggested Citation

  • Tommaso Agasisti & Sergio Longobardi, 2017. "Equality of Educational Opportunities, Schools’ Characteristics and Resilient Students: An Empirical Study of EU-15 Countries Using OECD-PISA 2009 Data," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 134(3), pages 917-953, December.
    • Handle: RePEc:spr:soinre:v:134:y:2017:i:3:d:10.1007_s11205-016-1464-5
    DOI: 10.1007/s11205-016-1464-5
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    Cited by:

    1. Tommaso Agasisti & Francesco Avvisati & Francesca Borgonovi & Sergio Longobardi, 2021. "What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 157(2), pages 749-781, September.
    2. Tommaso Agasisti & Sergio Longobardi & Vincenzo Prete & Felice Russo, 2018. "Multidimensional poverty measures for analysing educational poverty in European countries," Working papers 73, Società Italiana di Economia Pubblica.
    3. Gintautas Silinskas & Arto K. Ahonen & Terhi‐Anna Wilska, 2023. "School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish PISA 2018," Journal of Consumer Affairs, Wiley Blackwell, vol. 57(1), pages 593-618, January.
    4. Sulis, Isabella & Giambona, Francesca & Porcu, Mariano, 2020. "Adjusted indicators of quality and equity for monitoring the education systems over time. Insights on EU15 countries from PISA surveys," Socio-Economic Planning Sciences, Elsevier, vol. 69(C).
    5. Agasisti, Tommaso & Longobardi, Sergio & Prete, Vincenzo & Russo, Felice, 2021. "The relevance of educational poverty in Europe: Determinants and remedies," Journal of Policy Modeling, Elsevier, vol. 43(3), pages 692-709.
    6. Vicente, Iván & Pastor, José M. & Soler, Ángel, 2021. "Improving educational resilience in the OECD countries: Two convergent paths," Journal of Policy Modeling, Elsevier, vol. 43(6), pages 1149-1166.
    7. Gabrielle Wills & Heleen Hofmeyr, 2018. "Academic Resilience in Challenging Contexts: Evidence From Township and Rural Primary Schools in South Africa," Working Papers 18/2018, Stellenbosch University, Department of Economics.

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