Longitudinal studies of students which follow them from their initial participation in the PISA study at age 15 clearly show that the strongest predictor of students’ early school leaving (ESL) is their achievement in the PISA test. This achievement is a significant predictor of ESL, even after controlling for students’ socio-economic status. These data show that strong competencies can help overcome the effects of disadvantages.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Mojca Štraus
Articles by this author (3)
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Contextualizing ESL factors with PISA results
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How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies
Evidence from international large-scale assessment studies shows that more complex professional collaboration between teachers and teacher-student relations is associated with an improvement in student achievement, even when considering differences in students’ backgrounds. It may also be important that teachers who collaborate more with their colleagues generally report more positive teacher-student relations.
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Contextualizing ESL factors with the PISA results
While the associations of socio-economic status with school achievement are well established, there is still need for investigation of interplay of additional factors playing a role in the risk of ESL. Early detection of this risk and increased effort for engagement with school are important in measures of prevention.