Students with more socio-economically advantaged backgrounds generally perform better. This finding is shown
by the upward slope of the gradient line. Across the OECD countries, this advantage averages to 38 score points
in reading for each increase of one standard deviation in socio-economic background (i.e. one point in the index
shown on the horizontal axis), which is roughly equivalent to a year’s worth of schooling, on average across
OECD countries.
• A given difference in socio-economic background is associated with a difference in student reading performance
that is roughly the same throughout the distribution – i.e. the marginal benefit of a greater socio-economic
advantage neither diminishes nor rises by a substantial amount as this advantage grows. This is shown by the fact
that the socio-economic gradient line is nearly straight.
• The relationship between student performance and the PISA index of economic, social and cultural status is
far from deterministic. Many disadvantaged students, shown on the left of the figure, score well above what is
predicted by the gradient line; in this sense they are “resilient”. Meanwhile, a sizeable proportion of students from
privileged home backgrounds perform below what those backgrounds would suggest. In fact, for any group of
students with similar backgrounds, there is a considerable range in performance.
Students with more socio-economically advantaged backgrounds generally perform better. This finding is shownby the upward slope of the gradient line. Across the OECD countries, this advantage averages to 38 score pointsin reading for each increase of one standard deviation in socio-economic background (i.e. one point in the indexshown on the horizontal axis), which is roughly equivalent to a year’s worth of schooling, on average acrossOECD countries.• A given difference in socio-economic background is associated with a difference in student reading performancethat is roughly the same throughout the distribution – i.e. the marginal benefit of a greater socio-economicadvantage neither diminishes nor rises by a substantial amount as this advantage grows. This is shown by the factthat the socio-economic gradient line is nearly straight.• The relationship between student performance and the PISA index of economic, social and cultural status isfar from deterministic. Many disadvantaged students, shown on the left of the figure, score well above what ispredicted by the gradient line; in this sense they are “resilient”. Meanwhile, a sizeable proportion of students fromprivileged home backgrounds perform below what those backgrounds would suggest. In fact, for any group ofstudents with similar backgrounds, there is a considerable range in performance.
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