PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland,...

Research studies indicate that experienced teachers are more effective, but also suggest multiple explanations why this might be the case – whether because teachers gain valuable skills on the job and through formal professional development opportunities, or because the least effective...

Most adolescents desire strong social ties and value acceptance, care and support from others. Many adolescents find friends and caring adults among members of the school community. As students go through a decisive period of their lives, discovering and redefining their identity, a strong sense...

This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to...

This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry...

Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment...

Proficient readers use and engage with a variety of texts, including books, online articles and social media. They can find information, understand the literal and the implied meaning, and reflect critically on content and form. But before students can become proficient readers, they must become...

If test-takers do not engage with the assessment, the reliability of test scores and the validity of inferences about their proficiency may suffer. Test-taker disengagement is particularly likely in low-stakes assessments and, according to prior research, for certain types of students. But...