23 April 2018

Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA

This research investigates the relationship between academic resilience which it defines as the ability of 15-year-old students from disadvantaged backgrounds to perform well in the Programme for International Student Assessment (PISA) in reading, mathematics and science and their capacity to play an active role in their communities and whether this may serve as a basis for making the most of lifelong-learning opportunities. 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.