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Socioeconomic factors and performance on the PISA test

Elio Babačić orcid id ; Faculty of Economics and Business in Zagreb, University in Zagreb, Zagreb, Croatia *

* Autor za dopisivanje.

Puni tekst: hrvatski pdf 236 Kb

str. 71-81

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This research aims to test if and to what extent socioeconomic factors of individual countries relate to different student results on the PISA test, i.e., learning outcomes in the EU member states. Previous studies tested the relationship between socioeconomic factors and years of schooling or enrollment rate, but they did not use specific test results that would reflect the quality of the education system. Therefore, the empirical analysis was performed for the PISA test conducted in 2022 using OLS regression analysis. The econometric analysis endorsed the notion that an increase in economic deprivation (measured by the share of the population that cannot adequately keep home warm) increases the share of students with poor results on the PISA test, as well as an increase in the share of students who leave the education system early. On the other hand, greater participation of children in early education reduces the share of students with poor results on the PISA test.

Ključne riječi

socioeconomic factors; education; income inequality; learning outcomes; European Union

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