In the majority of OECD countries, the effect of the school’s economic, social and cultural status on students’
performance far outweighs the effects of the individual student’s socio-economic background. And the magnitude
of the differences is striking. In Japan, the Czech Republic, Germany, Belgium and Israel and the partner countries
Trinidad and Tobago and Liechtenstein, the performance gap between two students with similar socio-economic
backgrounds, one of whom attends a school with an average socio-economic background and the another attending
a school with an advantaged socio-economic background (among the top 16% in the country), is equivalent to more
than 50 score points, on average, or more than a year’s worth of education
In the majority of OECD countries, the effect of the school’s economic, social and cultural status on students’performance far outweighs the effects of the individual student’s socio-economic background. And the magnitudeof the differences is striking. In Japan, the Czech Republic, Germany, Belgium and Israel and the partner countriesTrinidad and Tobago and Liechtenstein, the performance gap between two students with similar socio-economicbackgrounds, one of whom attends a school with an average socio-economic background and the another attendinga school with an advantaged socio-economic background (among the top 16% in the country), is equivalent to morethan 50 score points, on average, or more than a year’s worth of education
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