By OECD

Many socio-economically deprived scholars excel in PISA. scholars who achieve institution regardless of a deprived history, often called resilient scholars, are the focal point of opposed to the chances. The booklet offers scholars, mom and dad, coverage makers and different stakeholders in schooling with insights into what allows socioeconomically deprived scholars to fulfil their capability. The extra hours deprived scholars spend studying technological know-how in class, the higher built they're to shut the functionality hole with their extra advantaged friends. Resilient scholars also are discovered to have optimistic ways to studying, together with an energetic curiosity in technological know-how and bigger self-confidence. in spite of the fact that, the proof in PISA indicates that confident ways to studying are likely to enhance the functionality of advantaged scholars greater than that of deprived teens. From an fairness standpoint, the PISA effects recommend that guidelines aimed toward fostering optimistic ways to studying may still objective deprived scholars greater than others. bankruptcy 1. PISA as a examine of scholar resilience; bankruptcy 2. Defining and characterising scholar resilience in PISA; bankruptcy three. A profile of scholar resilience; bankruptcy four. remaining the distance? bettering the functionality of socio-economically deprived scholars; bankruptcy five. Conclusions and coverage implications THE OECD PROGRAMME FOR foreign pupil evaluate (PISA) PISA specializes in younger people's skill to take advantage of their wisdom and talents to satisfy real-life demanding situations. This orientation refl ects a metamorphosis within the ambitions and pursuits of curricula themselves, that are more and more focused on what scholars can do with what they examine in school and never only with whether or not they have mastered particular curricular content material. PISA's designated good points comprise its: coverage orientation, which highlights variations in functionality styles and identifi es gains universal to high-performing scholars, faculties and schooling platforms by way of linking facts on studying results with facts on scholar features and different key components that form studying in and out of doors of faculty. leading edge notion of "literacy", which refers either to scholars' ability to use wisdom and talents in key topic parts and to their skill to examine, cause and converse successfully as they pose, interpret and remedy difficulties in a number of events. Relevance to lifelong studying, which matches past assessing scholars' abilities at school matters through asking them to file on their motivation to profit, their ideals approximately themselves and their studying suggestions. Regularity, which permits international locations to watch their development in assembly key studying targets. Breadth of geographical assurance and collaborative nature, which, within the PISA 2009 evaluate, encompasses the 34 OECD member international locations and forty-one companion nations and economies.

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7). Gender differences are starkest when reading assessment scores are used to define resilience. In this case male students are under-represented among resilient students and over-represented among disadvantaged low achievers in all countries. The difference in the proportions of male students among resilient and all disadvantaged students exceeds 10 percentage points in 21 OECD countries and 18 partner countries and economies. 7). Immigrant background Many OECD and partner countries and economies are experiencing record levels of immigration.

Statistically significant differences are marked in a darker tone. Note: Countries have been ordered alphabetically. 2c. 1b). 2 On average, across OECD countries, this difference is rather large, more than half of a standard deviation in the index and it is particularly marked in Australia, Denmark, Finland, France, Iceland, Ireland, Japan, Korea and Norway where it reaches more than three quarters of a standard deviation. 1b). e. are internally motivated) are more likely to be resilient than disadvantaged students with low levels of internal motivation.

6. The results are similar but less marked if one looks at resilience defined using mathematics or reading, but this evidence is not reported on this report. 34 © OECD 2011 Against the Odds: Disadvantaged Students Who Succeed in School 3 A Profile of Student Resilience 35 Against the Odds: Disadvantaged Students Who Succeed in School © OECD 2011 3 A profile of student resilience Introduction Chapter 2 characterised resilience and contrasted it with low performance among disadvantaged students. It also explored differences in the main individual background characteristics between these two groups of disadvantaged students: resilient and disadvantaged low achievers.

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