PISA 2018 Additional Analyses: What Differentiates Disadvantaged Pupils Who Do Well in PISA from Those Who Do Not? Research Brief

Autor/inn/en	Classick, Rachel; Gambhir, Geeta; Liht, Jose; Sharp, Caroline; Wheater, Rebecca
Institution	Department for Education (DfE) (United Kingdom); National Foundation for Educational Research (NFER) (United Kingdom)
Titel	PISA 2018 Additional Analyses: What Differentiates Disadvantaged Pupils Who Do Well in PISA from Those Who Do Not? Research Brief
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-83870-230-4
Schlagwörter	Foreign Countries; Economically Disadvantaged; Academic Achievement; Secondary School Students; Outcomes of Education; Comparative Education; Student Attitudes; Student Characteristics; Resilience (Psychology); Socioeconomic Status; Student Motivation; Metacognition; Learning Strategies; Academic Aspiration; Occupational Aspiration; International Assessment; Achievement Tests; United Kingdom (England); United Kingdom (Wales); United Kingdom (Northern Ireland); Estonia; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Sekundarschüler; Lernleistung; Schulerfolg; Vergleichende Erziehungswissenschaft; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Berufsneigung; Berufsziel; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Estland; Kanada
Abstract	Social mobility and improving the performance of disadvantaged pupils is a focus for policy in England, Northern Ireland and Wales. The findings from PISA 2018 provide a unique opportunity to explore the impact of disadvantage on pupils aged 15, to contextualise achievement outcomes with information about home-life and school, as well as providing an international perspective. In particular, PISA provides the opportunity to explore the impact of disadvantage on attainment using a more sophisticated measure of disadvantage than the binary 'eligible for free school meals or not' by measuring socioeconomic status on a continuous scale based on pupils' responses to questions about their parents' background and education, and possessions in their homes. This research brief summarises the key findings from the analysis of disadvantaged pupils in England, Wales and Northern Ireland. Comparisons are also made with three OECD countries; Estonia and Canada as high-achieving countries with greater equity, and the Republic of Ireland to complement the simultaneous analysis PISA 2018 additional analyses: Learning from other countries (Sizmur et al., forthcoming). [For the full report, see ED612752.] (ERIC).
Anmerkungen	UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01