OECD Education Working Papers

ISSN: 
1993-9019 (online)
http://dx.doi.org/10.1787/19939019
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This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.
 

Academic resilience

What schools and countries do to help disadvantaged students succeed in PISA You or your institution have access to this content

English
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    http://oecd.metastore.ingenta.com/content/e22490ac-en.pdf
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Author(s):
Tommaso Agasisti1, Francesco Avvisati2, Francesca Borgonovi2, Sergio Longobardi3
Author Affiliations
  • 1: Politecnico di Milano School of Management, Italy

  • 2: OECD, France

  • 3: University of Naples "Parthenope", Italy

29 Jan 2018
Bibliographic information
No.:
167
Pages:
40
http://dx.doi.org/10.1787/e22490ac-en

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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.
 
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