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Do the Average Level and Dispersion of Socio-Economic Background Measures Explain France's Gap in PISA Scores?

Listed author(s):
  • Hervé Boulhol


  • Patrizio Sicari


OECD’s PISA publications highlight the impact of economic, social and cultural status (ESCS) on students’ results within countries. The focus here is to investigate whether ESCS measures could contribute to differences in aggregate educational outcomes between countries. There is some evidence that, after controlling for education spending and the overall level of economic development, differences in ESCS might account for a substantial amount of France’s gap in average PISA scores with respect to best performing OECD countries, albeit by no means all of it. Le niveau global et la dispersion des mesures du statut socio-économique expliquent-ils l'écart observé pour la France dans les résultats aux tests PISA ? Les publications de l’OCDE sur les résultats PISA soulignent l’impact du milieu socio-économique des élèves sur leurs résultats à l’intérieur de chaque pays. L’objet est ici d’analyser dans quelle mesure les indicateurs de milieu socio-économique peuvent contribuer aux différences de résultats scolaires entre pays. En contrôlant pour le niveau de dépenses d’éducation et de développement économique global, les différences de milieu socio-économique semblent rendre compte d’une part importante de l’écart de résultat moyen aux épreuves PISA entre la France et les pays enregistrant les meilleures performances, mais pas, loin s’en faut, de la totalité de cet écart.

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Paper provided by OECD Publishing in its series OECD Economics Department Working Papers with number 1028.

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Date of creation: 25 Feb 2013
Handle: RePEc:oec:ecoaaa:1028-en
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