Since the publication of the Coleman report in 1966, research on the
role of schools in influencing student achievement relative to the role of
family background has generated considerable interest and controversy.
A large volume of international and comparative research has also been
devoted to studying school effects on student achievement. Relatively
few studies have examined international differences in the importance of
schools in bridging achievement gaps based on socioeconomic status
(SES). Using PISA 2012 data, this study examines the role of schools
in bridging within-school SES gaps in achievement and compares findings
across 61 countries. Contrary to prior research, we find that schools
may have limited ability in bridging SES gaps that exist within schools.
We also find that across all countries included in the study, specific factors
such as the school’s learning environment and school context are
not systematically associated with within-school SES gaps.