- Increases in the mean SES of a school are associated with consistent increases in students’ academic achievement. This relationship is similar for all students regardless of their individual SES.
- In the Australian case, the SES composition of the school matters greatly in terms of students’ academic performance.
- The SES context in which the student finds himself or herself seems strongly associated with academic performance, on average.
- For the typical student in the first SES quintile, being part of a high-SES school group versus a low-SES school group is associated with a difference of about 57 points in reading, 57 points in math, and 57 points in science. This pattern holds across reading, math and science, and it is also evident that it holds across the quintiles based on individual students.
- For the Australian PISA case, both student-and school -level SES consistently and substantially matter in academic performance of students across the three core subjects of reading, math, and science.