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Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA

Author

Listed:
  • Tommaso Agasisti

    (Politecnico di Milano School of Management)

  • Francesco Avvisati

    (OECD)

  • Francesca Borgonovi

    (OECD)

  • Sergio Longobardi

    (University of Naples "Parthenope")

Abstract

Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.

Suggested Citation

  • Tommaso Agasisti & Francesco Avvisati & Francesca Borgonovi & Sergio Longobardi, 2018. "Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA," OECD Education Working Papers 167, OECD Publishing.
    • Handle: RePEc:oec:eduaab:167-en
    DOI: 10.1787/e22490ac-en
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    Citations

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    Cited by:

    1. M. M. Segovia-González & I. Contreras, 2023. "A Composite Indicator to Compare the Performance of Male and Female Students in Educational Systems," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 165(1), pages 181-212, January.
    2. Oscar David Marcenaro-Gutierrez & Luis Alejandro Lopez-Agudo, 2021. "The back of the coin in resilience: on the characteristics of advantaged low-achieving students," Economia Politica: Journal of Analytical and Institutional Economics, Springer;Fondazione Edison, vol. 38(1), pages 323-383, April.
    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. 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.
    5. Heleen Hofmeyr, 2019. "Performance Beyond Expectations: Academic Resilience in South Africa," Working Papers 19/2019, Stellenbosch University, Department of Economics.
    6. Siavash Bakhtiar, 2019. "Black Skin, Red Masks: Racism, Communism and the Quest of Subjectivity in Ralph Ellison’ Invisible Man," European Journal of Social Sciences Education and Research Articles, Revistia Research and Publishing, vol. 6, January -.
    7. Aleksandra Mikhaylova & Roman Zvyagintsev & Ìarina Pinskaya & Lorin Anderson, 2021. "Differences In School Effectiveness Between Resilient And Struggling Russian Schools," HSE Working papers WP BRP 60/EDU/2021, National Research University Higher School of Economics.
    8. Ekaterine Gulua, 2023. "Organizational Culture Management Challenges," European Journal of Interdisciplinary Studies Articles, Revistia Research and Publishing, vol. 9, ejis_v9_i.
    9. 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.
    10. M. Davood Sokhanwar & Yalda Mahya, 2019. "The Glass Ceiling and Challenges Which Women Posed to Have Presences in Political Leaderships in Afghanistan," European Journal of Social Sciences Education and Research Articles, Revistia Research and Publishing, vol. 6, May - Aug.
    11. Jembee Ledesma & Joji Linaugo, 2023. "Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students," Technium Social Sciences Journal, Technium Science, vol. 42(1), pages 49-62, April.
    12. Rubén Trigueros & Ana M. Magaz-González & Marta García-Tascón & Antonio Alias & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context," IJERPH, MDPI, vol. 17(11), pages 1-11, May.

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