Agasisti, TommasoLongobardi, Sergio2017-10-092017-10-092012https://hdl.handle.net/2445/116369The 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.46 p.application/pdfengcc-by-nc-nd, (c) Agasisti et al., 2012http://creativecommons.org/licenses/by-nc-nd/3.0/es/Programme for International Student AssessmentIgualtat d'oportunitats educativesEficàcia de l'ensenyamentSistema educatiuEducational equalizationEffective teachingInstructional systemsinfo:eu-repo/semantics/workingPaperinfo:eu-repo/semantics/openAccess