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An IERI – International Educational Research Institute Journal

Table 3 OLS estimates of PISA test performance for reading and mathematics

From: School socio-economic context and student achievement in Ireland: an unconditional quantile regression analysis using PISA 2018 data

 

Reading

Mathematics

 

Estimate

SE

Estimate

SE

Disadvantaged school

− 22.44***

4.27

− 18.14***

4.19

Female

17.30***

3.00

− 12.43***

3.07

Economic, Social and Cultural Status index (ESCS)

26.18***

1.88

24.03***

1.74

School year

6.48***

1.87

8.18***

1.89

Native

9.20***

3.45

− 0.24

3.18

Teacher-directed instruction in English class

− 11.36***

1.72

− 11.17***

1.72

Teacher support

8.52***

1.65

6.79***

1.63

Single sex school

− 8.40

6.47

− 4.40

5.66

Student-staff ratio

0.32

1.10

0.33

1.09

School size

0.01

0.01

0.02**

0.01

Percentage of students with SEN

− .38*

0.21*

− 0.22

0.20

Staff shortage

8.26**

3.63

2.75

3.17

Quality of teaching material

− 7.75*

4.15

− 5.26

3.88

School sector (secondary)

19.39***

4.99

16.51***

4.74

Small town or Rural location

1.04

4.68

5.31

4.21

Student behaviour

1.82

2.22

− 1.24

2.21

Teacher behaviour

2.14

2.61

3.81

2.36

Percentage of teachers with recent professional development

− 0.04

0.05

0.01

0.04

Parental engagement

0.37**

0.13

0.30**

0.12

Constant

425.46***

24.38

401.56***

22.54

Observations

4923

 

4923

 

Adj-R2

0.16

 

0.17

 
  1. Source: Analysis of PISA data for 2018
  2. The estimates are based upon an OLS model estimated using the REPEST command
  3. ***Denotes statistically significant at 1%; ** denotes statistically significant at 5%; * denotes statistically significant at 10%