巴尔干国家学生成绩的社会经济地位差距：父母和学校投入的作用（英）2025

Socioeconomic Status Gapsin Student Achievement inBalkan Countries: The Roleof Parents and School Inputs Ciro Avitabile, Itgelt Bat-Ochir, Shkelqim Berisha, Chisato Maezawa, Tigran Shmis, Alessandro Toppeta, and Yuko Yamashita © 2025International Bank for Reconstruction and Development / The World Bank 1818 H Street NWWashington DC 20433Telephone: 202-473-1000Email: AskEd@worldbank.orgInternet:www.worldbank.org/en/topic/education This work is a product of the staff of The World Bank with external contributions. The findings, interpretations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board ofExecutive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work anddoes not assume responsibility for any errors, omissions, or discrepancies in the information, or liability withrespect to the use of or failure to use the information, methods, processes, or conclusions set forth. Theboundaries, colors, denominations, links/footnotes and other information shown in this work do not imply anyjudgment on the part of The World Bank concerning the legal status of any territory or the endorsement oracceptance of such boundaries. The citation of works authored by others does not mean the World Bankendorses the views expressed by those authors or the content of their works. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privilegesand immunities of The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of itsknowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as fullattribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications,The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail:pubrights@worldbank.org. Cover design: Marianne Siblini Socioeconomic Status Gaps in StudentAchievement in Balkan Countries:The Role of Parents and School Inputs Ciro Avitabile, Itgelt Bat-Ochir, Shkelqim Berisha, Chisato Maezawa, Tigran Shmis,Alessandro Toppeta, and Yuko Yamashita October 20251 Abstract:This report analyzes the widening socioeconomic status(SES)gaps in studentachievement across Balkan countries, drawing on PISA data from 2009 to 2022. The findings revealthat disparities in parental investment are strongly associated with learning inequalities, whileincreases in school resources alone do not significantly reduce SES-based achievement gaps. Theanalysis employs panel regression to explore the roles of parental and school-level factors. Policyrecommendations emphasize investing in parental engagement programs, improving both thequality and quantity of school inputs, and conducting rigorous impact evaluations to informevidence-based strategies for promoting educational equity in the region. JEL: I24, I21, I28, J24, C23, O15 Keywords: Socioeconomic status (SES), Student achievement, Parental investment, School inputs,Balkan countries, PISA, Educational inequality, Panel regression, Whole Day School (WDS), Learningdisparities. TABLE OF CONTENTS KEY FINDINGS............................................................................................................................3POLICY PROBLEM.......................................................................................................................3RESEARCH QUESTIONS..............................................................................................................4DATA & METHODOLOGY.............................................................................................................4SES GAPS IN LEARNING (MATH)................................................................................................6CORRELATION WITH THE SES GAPS .........................................................................................9PANEL REGRESSION OF SES GAPS IN LEARNING ACROSS EUROPE ........................................11CAN SCHOOL INPUTS MITIGATE THE ROLE OF PARENTAL INVESTMENTS? ..............................13EFFECT OF OVERALL SCHOOL RESOURCES ON SES GAPS .....................................................14CONCLUSION AND POLICY SUGGESTIONS.............................................................................16REFERENCES............................................................................................................................18APPENDIX.................................................................................................................................19 KEY FINDINGS •Socioeconomic status (SES) gaps in student achievement have widened in theBalkan countries.•SES gaps in parental investment are strongly associated w