Among the various factors that impact academic performance, the socio-economic-cultural status (ESCS) of the student plays a significant role. This impact is often intertwined with that of territorial disparities (Bagnarol and Donno 2020; Russo et al., 2020). In line with previous studies carried out on specific regions (e.g., Martini, 2020), this work intends to investigate the relationship between ESCS and academic results, comparing Puglia and Abruzzo; two Southern regions where the average learning score is slightly higher than what one might expect from an estimate based on GDP. The objective of this study is to examine the impact of socio-economic-cultural status (ESCS) on academic achievement as measured by INVALSI tests in Italian and Mathematics. Additionally, the study aims to investigate how this influence may vary based on other factors such as the student’s gender, origin, delay in schooling, and the average ESCS score of the class. The results of students in the INVALSI tests of Italian and Mathematics for lower secondary school (grade 8) for the school year 2018-19 were used. Descriptive statistical analyzes were performed to investigate learning outcomes and proficiency levels in relation to the ESCS quartile of students. Different regression analysis models were then applied to see how much the influence of socio-economic variables on learning outcomes acts independently of the influence of other variables, such as gender and origin of the student, delay in the path scholastic and average ESCS of the class. The results confirm the influence of the ESCS on school results in the INVALSI tests, but also the contribution of other variables in modifying this influence. The comparison between the models and between the relative weights of the predictors in the two regions is interpreted to provide useful information in defining regional school policies.

The influence of socio-economic-cultural background on academic results in the INVALSI tests of Italian and Mathematics in two Southern regions: Puglia and Abruzzo

Caterina, Balenzano
2023-01-01

Abstract

Among the various factors that impact academic performance, the socio-economic-cultural status (ESCS) of the student plays a significant role. This impact is often intertwined with that of territorial disparities (Bagnarol and Donno 2020; Russo et al., 2020). In line with previous studies carried out on specific regions (e.g., Martini, 2020), this work intends to investigate the relationship between ESCS and academic results, comparing Puglia and Abruzzo; two Southern regions where the average learning score is slightly higher than what one might expect from an estimate based on GDP. The objective of this study is to examine the impact of socio-economic-cultural status (ESCS) on academic achievement as measured by INVALSI tests in Italian and Mathematics. Additionally, the study aims to investigate how this influence may vary based on other factors such as the student’s gender, origin, delay in schooling, and the average ESCS score of the class. The results of students in the INVALSI tests of Italian and Mathematics for lower secondary school (grade 8) for the school year 2018-19 were used. Descriptive statistical analyzes were performed to investigate learning outcomes and proficiency levels in relation to the ESCS quartile of students. Different regression analysis models were then applied to see how much the influence of socio-economic variables on learning outcomes acts independently of the influence of other variables, such as gender and origin of the student, delay in the path scholastic and average ESCS of the class. The results confirm the influence of the ESCS on school results in the INVALSI tests, but also the contribution of other variables in modifying this influence. The comparison between the models and between the relative weights of the predictors in the two regions is interpreted to provide useful information in defining regional school policies.
2023
9788835153153
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11586/429367
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