01 02 03 Institute for Effective Education, University of York: International evidence on what helps poor children succeed 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

International evidence on what helps poor children succeed

A recent Policy Brief from the IEA (International Association for the Evaluation of Educational Achievement) explores the issue of socio-economically disadvantaged pupils who are academically successful, or “academically resilient”.
The authors used data from the Trends in International Mathematics and Science Study (TIMSS) to explore how prevalent academically resilient pupils are across education systems and what factors are associated with academic resilience within those systems. They focussed on children aged 13/14 in 28 education systems with sufficient numbers of academically resilient pupils for analysis.
The findings included:
However, the brief concludes that there is not a one-size-fits-all solution, and that policy makers in individual countries need to examine which factors are relevant in their own contexts.
Source: Socioeconomically Disadvantaged Students who are Academically Successful: Examining Academic Resilience Cross-nationally (2015), IEA.

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