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http://hdl.handle.net/2445/116369
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DC Field | Value | Language |
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dc.contributor.author | Agasisti, Tommaso | - |
dc.contributor.author | Longobardi, Sergio | - |
dc.date.accessioned | 2017-10-09T13:14:13Z | - |
dc.date.available | 2017-10-09T13:14:13Z | - |
dc.date.issued | 2012 | - |
dc.identifier.uri | http://hdl.handle.net/2445/116369 | - |
dc.description.abstract | The relationship between socio-economic status and student achievement is well documented and a widespread literature indicates that students from more advantaged backgrounds perform better at school. Despite this relationship, several international assessments have highlighted that in each country there is a relevant proportion of “resilient students”, i.e. students who come from a disadvantaged socio-economic background but achieve relatively high levels of educational performance. In this paper, the determinants of resilience in the Italian educational system are investigated analysing data from the OECD-PISA 2009 edition, with a specific focus on the role of school-level variables that could help more students succeed. The aim is to target a specific category of resilient students, namely those who are characterised by a low socioeconomic background both at family level and at school level; therefore a novel statistical procedure is proposed to derive a sample of disadvantaged students who attend disadvantaged schools. Afterwards a multilevel logistic approach is adopted to determine which characteristics of students, families and schools, tend to give disadvantaged students a higher probability of becoming a resilient. Our results confirm that not only individual-level characteristics, but also some school factors (i.e. extracurricular activities and school leadership) play a role in this direction, suggesting policy and managerial implications. | ca |
dc.format.extent | 46 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | ca |
dc.publisher | Institut d’Economia de Barcelona | ca |
dc.relation.isformatof | Reproducció del document publicat a: http://www.ieb.ub.edu/2012022157/ieb/ultimes-publicacions | - |
dc.relation.ispartof | IEB Working Paper 2012/39 | - |
dc.relation.ispartofseries | [WP E-IEB12/39] | cat |
dc.rights | cc-by-nc-nd, (c) Agasisti et al., 2012 | - |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | - |
dc.source | IEB (Institut d’Economia de Barcelona) – Working Papers | - |
dc.subject.classification | Programme for International Student Assessment | cat |
dc.subject.classification | Igualtat d'oportunitats educatives | cat |
dc.subject.classification | Eficàcia de l'ensenyament | - |
dc.subject.classification | Sistema educatiu | cat |
dc.subject.other | Educational equalization | eng |
dc.subject.other | Effective teaching | eng |
dc.subject.other | Instructional systems | - |
dc.title | Inequality in education: can Italian disadvantaged students close the gap? A focus on resilience in the Italian school system | ca |
dc.type | info:eu-repo/semantics/workingPaper | ca |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca |
Appears in Collections: | IEB (Institut d’Economia de Barcelona) – Working Papers |
Files in This Item:
File | Description | Size | Format | |
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IEB12-39_Agasisti.pdf | 767.52 kB | Adobe PDF | View/Open |
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