PISA 2006
Science Competencies for Tomorrow's World: Volume 1: Analysis
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School and system characteristics and student performance in science
Chapter 4 showed the considerable impact that socio-economic background can have on student performance and, by implication, on the distribution of educational opportunities. At the same time, many factors of socio-economic disadvantage are not directly amenable to education policy, at least not in the short term. For example, the educational attainment of parents can only gradually improve and average family wealth depends on the long-term economic and social development of a country. The importance of socio-economic disadvantage, and the realisation that aspects of such disadvantage only change over extended periods of time, give rise to vital questions for policy makers: what can schools and school policies do to raise overall student performance? And similarly, what can they do to moderate the impact that socio-economic background has on student performance, thus promoting a more equitable distribution of learning opportunities?
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