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What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data

Author

Listed:
  • Tommaso Agasisti

    (Politecnico di Milano Graduate School of Business)

  • Francesco Avvisati

    (Organisation for Economic Co-operation and Development (OECD))

  • Francesca Borgonovi

    (Institute of Education – University College London)

  • Sergio Longobardi

    (University of Naples “Parthenope”)

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.

Suggested Citation

  • 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.
    • Handle: RePEc:spr:soinre:v:157:y:2021:i:2:d:10.1007_s11205-021-02668-w
    DOI: 10.1007/s11205-021-02668-w
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    Cited by:

    1. Francisco, Decereh R & Allorda, Althea I & Cruda, Chris Laurence M & Cruda, Zarena Nikka F & Dejado, Shainne Evanrose F & Dela Cruz, Cherry Mae S & Opisan, Anesa C & Pateǹo, Gian Vincent G. & Quirino, 2024. "The Influence of Parental Involvement and Socioeconomic Status on Academic Achievement among Special Science Class Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2380-2390, April.
    2. Borgonovi, Francesca & Ferrara, Alessandro, 2022. "A longitudinal perspective on the effects of Covid-19 on students' resilience. The Effect of the pandemic on the reading and mathematics achievement of 8th and 5th graders in Italy," SocArXiv 94erb_v1, Center for Open Science.
    3. Faming Wang & Ronnel B. King & Shing On Leung, 2022. "Beating the odds: Identifying the top predictors of resilience among Hong Kong students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(5), pages 1921-1944, October.
    4. Derya Topdağ & Ebru Çağlayan Akay, 2024. "The Bayesian Model Averaging (BMA) Approach for Determining the Factors Affecting the Achievement of Students with Low Socioeconomic Status," Istanbul Journal of Economics-Istanbul Iktisat Dergisi, Istanbul Journal of Economics-Istanbul Iktisat Dergisi, vol. 0(40), pages 1-11, June.

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