Bericht der OECD, 23.10.2018 (engl. Originalfassung)
The report finds a strong link between a school’s socio-economic profile and a student’s performance: students who attend more socio-economically advantaged schools perform better in PISA. Yet, on average across OECD countries, 48% of disadvantaged students attended disadvantaged schools in 2015 and there has been no significant change in segregation levels in most countries over the past decade.
On average across OECD countries, disadvantaged students attending advantaged schools score 78 points higher than those attending disadvantaged schools, equivalent to more than two and a half years of schooling.
A school’s socio-economic profile is most strongly related to performance in countries including Belgium, Bulgaria, France, Hungary, the Slovak Republic, Slovenia and the Netherlands, where disadvantaged students attending advantaged schools score more than 130 points higher in science than those in disadvantaged schools. But in Finland, Norway and Poland students from all social backgrounds do well.
“Too little headway has been made to break down the barriers to social mobility and give all children an equal chance to succeed,” said Andreas Schleicher, OECD Director for Education and Skills. “More investment is needed to help disadvantaged students do better, including recognition of the critical role that teachers have to play.”
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