In December, we looked at headlines from around the world for Progress in International Reading Literacy Study (PIRLS) results. We also recently scanned the headlines around the world to explore PISA’s results around collaborative problem solving. In this post, we look at a working paper from the OECD released at the end of January. The paper, Academic Resilience: What schools and countries do to help disadvantaged students succeed in PISA, offers an overview of the countries and schools where disadvantaged students succeed on the PISA test. The paper defines “academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level” and looks at the importance of “school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students.” We have here scanned headlines around the world to see how countries fared and responded to this report.
Source: OECD (2018)
Some highlights from around the world:
Australia:
Sydney Morning Herald–January 31, 2018
New Zealand:
Radio New Zealand (RNZ)–January 31, 2018
https://www.radionz.co.nz/news/national/349348/educational-results-falling-for-nz-s-disadvantaged
Israel:
The Jerusalem Post–February 1, 2018
Germany:
Deutsche Welle–January 29, 2018
http://www.dw.com/en/germany-works-to-level-playing-field-for-disadvantaged-students/a-42353233
South Korea:
The Korea Bizwire–February 5, 2018
http://koreabizwire.com/academic-resilience-of-disadvantaged-s-korean-students-drops/110092
International Education News 