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Agasisti, Tommaso; Avvisati, Francesco; Borgonovi, Francesca; Longobardi, Sergio – OECD Publishing, 2018
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…
Descriptors: Educationally Disadvantaged, Resilience (Psychology), Academic Persistence, Academic Achievement
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Jacobs, Babs; Wolbers, Maarten H. J. – Educational Research and Evaluation, 2018
This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a top-performing student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking,…
Descriptors: Parent Background, Socioeconomic Status, Probability, Academic Achievement
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Chmielewski, Anna K.; Reardon, Sean F. – AERA Open, 2016
In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and…
Descriptors: Income, Achievement Gap, Academic Achievement, Family Income
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Castejón, Alba; Zancajo, Adrián – European Educational Research Journal, 2015
This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores…
Descriptors: Disadvantaged, Educational Policy, Educational Practices, Individualized Programs
Hanushek, Eric A.; Piopiunik, Marc; Wiederhold, Simon – Program on Education Policy and Governance, 2014
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the…
Descriptors: Teacher Characteristics, Thinking Skills, Academic Achievement, Teacher Influence
Marchant, Gregory J.; Johnson, Jessica J. – Online Submission, 2012
This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8…
Descriptors: Demography, International Assessment, Comparative Education, Foreign Countries