Nothing succeeds like success? Equity, student outcomes, and opportunity to learn in high- and middle-income countries

A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Usi...

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Bibliographic Details
Published in:International journal of behavioral development 2016-11, Vol.40 (6), p.517-525
Main Authors: Santibañez, Lucrecia, Fagioli, Loris
Format: Article
Language:English
Subjects:
Academic Achievement
Classrooms
Correlation
Cross Cultural Studies
Cultural Background
Developed countries
Disadvantaged
Economic models
Educational attainment
Educational Opportunities
Educational Policy
Educational Practices
Equal Education
Foreign Countries
Industrialized nations
Inequality
Instructional Leadership
International Assessment
Leadership
Learning
Low income groups
Mathematics
Mathematics Achievement
Outcomes of Education
Program for International Student Assessment
School Effectiveness
Secondary School Students
Social Differences
Social Mobility
Socioeconomic factors
Socioeconomic Status
Statistical Analysis
Success
Teacher Effectiveness
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Summary:A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Using data from PISA 2012, we find that the relationship between OTL and mathematics achievement is mostly positive. The magnitude of this relationship is higher in more affluent societies. Our results raise the possibility that unobserved teacher quality, school leadership, or other features of schools in lower-income countries make OTL less productive than in more developed nations. This lends support to the “complementary process” hypothesis and the notion that success (or riches) begets success. The analysis also shows that OTL mediates the effect of individual socioeconomic and cultural background on educational outcomes. This finding lends support for a policy emphasis on classroom-level practices as one key lever for improving learning and upward mobility for disadvantaged students.
ISSN:0165-0254
1464-0651
DOI:10.1177/0165025416642050