Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167

Autor/inn/en	Agasisti, Tommaso; Avvisati, Francesco; Borgonovi, Francesca; Longobardi, Sergio
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
Quelle	(2018), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/e22490ac-en
Schlagwörter	Educationally Disadvantaged; Resilience (Psychology); Academic Persistence; Academic Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Economically Disadvantaged; Student Improvement; Socioeconomic Status; Educational Environment; Educational Policy; Regression (Statistics); Statistical Analysis; Australia; Austria; Belgium; Canada; Chile; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Israel; Italy; Japan; South Korea; Latvia; Luxembourg; Mexico; Netherlands; New Zealand; Norway; Poland; Portugal; Slovakia; Slovenia; Spain; Sweden; Switzerland; Turkey; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Regression; Regressionsanalyse; Statistische Analyse; Australien; Österreich; Belgien; Kanada; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Griechenland; Ungarn; Island; Irland; Italien; Korea; Republik; Lettland; Mexiko; Niederlande; Neuseeland; Norwegen; Polen; Slowakei; Slowenien; Spanien; Schweden; Schweiz; Türkei; Großbritannien; USA
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. [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	2020/1/01