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Falling Behind

Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000-2012
UNICEF -

Author(s)

Zlata Bruckauf

 

Publication date: 2016_11

Publication series:
Innocenti Working Papers

No. of pages: 24

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(PDF, 12.17 MB)

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Abstract

Early identification of students who fail to reach basic, age-appropriate literacy skills is the first step to ensure timely support of their learning. Understanding those drivers of low achievement that are beyond students’ control enables policy makers to foster equal opportunity for achievement. Drawing on the OECD Programme for International Student Assessment (PISA) 2000 to 2012 data, this paper examines the risk factors of low achievement, defined here as scoring below the 10th percentile of the distribution, and their evolution over time, across 39 industrialized nations. These include an aggregate measure of socio-economic status (SES), immigration background, non-test language spoken at home, living in a single parent household, and gender. We find that family SES, is one of the most consistent predictors of low-achievement (across a diverse range of educational systems) and most persistent (across time). Amongst other results, we also find no evidence that the gender gap in reading – in favour of girls – narrowed over time, leaving boys at risk of educational disadvantage in the majority of countries.
Available in:
English

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