Does greater social diversity in schools have an impact on equity in learning outcomes?

Pauline Givord

No 97, PISA in Focus from OECD Publishing

Abstract: A student’s performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level.In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status?

Date: 2019-06-11
New Economics Papers: this item is included in nep-edu and nep-ure
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://doi.org/10.1787/35d2ab24-en (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oec:eduddd:97-en

Access Statistics for this paper

More papers in PISA in Focus from OECD Publishing Contact information at EDIRC.
Bibliographic data for series maintained by ().