In Which Countries and Schools Do Disadvantaged Students Succeed? PISA in Focus. No. 80

Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	In Which Countries and Schools Do Disadvantaged Students Succeed? PISA in Focus. No. 80
Quelle	(2018), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2226-0919
DOI	10.1787/66e037e8-en
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Disadvantaged Youth; Success; Resilience (Psychology); Educational Environment; Class Size; Access to Computers; Extracurricular Activities; Attendance; Canada; Denmark; Estonia; Finland; Germany; Hong Kong; Ireland; Japan; South Korea; Netherlands; Norway; Singapore; Slovenia; Vietnam; Algeria; Dominican Republic; Kosovo; Peru; Tunisia; Switzerland; Israel; Poland; Portugal; Spain; Australia; Hungary; New Zealand; Sweden; Austria; Belgium; Chile; Czech Republic; France; Greece; Iceland; Italy; Latvia; Luxembourg; Slovakia; Turkey; United Kingdom; United States; China; Bulgaria; Croatia; Lithuania; Macau; Montenegro; Qatar; Romania; Russia; Taiwan; United Arab Emirates; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Benachteiligter Jugendlicher; Erfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassengröße; Außerunterrichtliche Aktivität; Anwesenheit; Kanada; Dänemark; Estland; Finnland; Deutschland; Hongkong; Irland; Korea; Republik; Niederlande; Norwegen; Singapur; Slowenien; Algerien; Dominikanische Republik; Tunesien; Schweiz; Polen; Spanien; Australien; Ungarn; Neuseeland; Schweden; Österreich; Belgien; Tschechische Republik; Frankreich; Griechenland; Island; Italien; Lettland; Slowakei; Türkei; Großbritannien; USA; Bulgarien; Kroatien; Litauen; Katar; Rumänien; Russland; Vereinigte Arabische Emirate
Abstract	PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the Netherlands, Norway, Singapore, Slovenia and Viet Nam, more than 30% of disadvantaged students scored at Level 3 or above in all PISA subjects in 2015, and can thus be considered "academically resilient". Students who perform at Level 3 begin to demonstrate the ability to construct the meaning of a text and form a detailed understanding from multiple independent pieces of information when reading. They can work with proportional relationships and engage in basic interpretation and reasoning when solving mathematics problems; and they can handle unfamiliar topics in science. Such skills are the foundations for success and further learning later in life. PISA data collected over a decade (in 2006, 2009, 2012 and 2015) show that several countries have been able to increase the share of academically resilient students among those in the bottom quarter of socio-economic status. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06