International evidence on what helps poor children succeed

International evidence on what helps poor children succeed
 
 A recent policy brief from the IEA (International Association for the Evaluation of Educational Achievement) explores the issue of socioeconomically disadvantaged students who are academically successful, or "academically resilient."

The authors used data from the Trends in International Mathematics and Science Study (TIMSS) to explore how prevalent academically resilient students are across education systems and what factors are associated with academic resilience within those systems. They focused on children aged 13/14 in 28 education systems worldwide with sufficient numbers of academically resilient students for analysis.

The findings included:
  • Environments of high academic achievement appear to support academic resilience among disadvantaged students. In general, education systems with lower percentages of disadvantaged students tended to produce larger percentages of academically resilient students (e.g., Japan and Korea), whereas those with higher percentages of disadvantaged students tended to produce lower percentages of academically resilient students (e.g., Morocco and Ghana).
     
  • Students' high educational aspirations appear to be the strongest and most consistent predictor of academic resilience.
     
  • School factors associated with academic resilience include teachers' positive attitudes about students' learning abilities and schools' emphasis on academic success.
However, the brief concludes that there is not a one-size-fits-all solution, and that policy makers in individual countries need to examine which factors are relevant in their own contexts.

Johns Hopkins University 

Research in Brief

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