Low-Performing Students
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Low-Performing Students

Why They Fall Behind and How To Help Them Succeed

There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole.  Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

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10 Feb 2016
DOI: 
10.1787/9789264250246-en
 
Chapter
 

A Policy Framework for Tackling Low Student Performance You do not have access to this content

English
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    http://oecd.metastore.ingenta.com/content/9816011ec009.pdf
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Author(s):
OECD
Pages:
189–203
DOI: 
10.1787/9789264250246-9-en

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Millions of 15-year-old students around the world are not acquiring basic skills in such essential domains as mathematics, reading and science. This chapter discusses a series of policy tools to tackle each of the risk factors of low performance identified throughout the report. Policy makers, teachers, parents and students themselves have an important role to play.

 
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