•Students perform better in science when they attend schools with effective learning environments (including adaptive and teacher-directed instruction, good disciplinary climate and required attendance at science lessons) and high-quality educational resources (including science teachers, laboratories and extracurricular activities), on average, after accounting for the socio-economic profile of students and schools.
•Supportive environments and quality resources are more frequently found in socio-economically advantaged schools, suggesting that schools often amplify, rather than compensate for, students’ home resources. But in Estonia, Israel, Latvia, Macao (China), Montenegro, Norway and Tunisia, students in disadvantaged schools have access to learning environments and resources of comparable quality (or better, in some respects) as their peers in advantaged schools.
•About one-third of the variation in science performance across OECD countries is explained by the degree of equity in the allocation of educational resources across advantaged and disadvantaged schools, with more equitable systems performing better, on average..(continues)
SOURCE: “How do schools compensate for socio-economic disadvantage?”, PISA in Focus, September 2017
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia