This project seeks to explore international evidence on how students of low-socioeconomic status differ in their outcomes across different national schooling systems, and to identify schooling approaches that allow the optimal outcomes for disadvantaged children. Using a literature review and student test scores from the Programme for International Student Assessment (PISA), the authors estimate the effects of these characteristics on children’s learning outcomes. The report includes case students from Canada, Estonia, South Korea, and United Kingdom. The authors identified four policy areas that benefit children of low-socioeconomic status: disadvantaged assistance policies, early childhood education, limits on school choice, and avoidance of early tracking.
Leaning Forward with PISA: Best Schooling Practices for Students of Low-Socioeconomic Status
- Volume or issue no.: Workshop in International Public Affairs, PA 860, taught by Tim Smeeding in Spring 2017
- Author(s): Sean Bray, Vin Gathing, Megan Humphreys, Kirsten Jacobson, Garrett Martin, Margarita Northrop
- Link to publication: Download PDF
- Client Name: United Nations Children's Fund (UNICEF)