Why Some Students Read Better Than Others?

What is it about?

Reading is one of the most important skills students need to succeed in school and later in life. In this study, we examined data from more than 6,800 Moroccan students who participated in the international PISA 2018 assessment to better understand why some students perform better in reading than others. Our findings show that educational success depends on a combination of factors at home, at school, and within the students themselves. Students who have access to digital resources at home, feel a strong sense of belonging at school, and receive support from their families tend to achieve better reading results. In contrast, grade repetition is strongly associated with lower performance, suggesting that repeating a school year does not effectively address learning difficulties. The study also highlights the important role of schools. Differences in teacher availability, school climate, and learning resources contribute significantly to variations in student achievement. While Morocco has made important efforts to improve access to education, the results suggest that improving the quality of learning remains a major challenge. By identifying the factors that most influence reading achievement, this research provides evidence that can help policymakers, educators, and school leaders design more effective strategies to improve learning outcomes and reduce educational inequalities in Morocco.

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Photo by Adam Winger on Unsplash

Photo by Adam Winger on Unsplash

Why is it important?

This study is unique because it goes beyond simply identifying which factors are associated with reading achievement. Using advanced statistical methods and internationally comparable PISA data, it disentangles the influence of students, families, and schools to identify the factors that truly drive learning outcomes in Morocco. Unlike many previous studies, it accounts for hidden biases and differences between schools, providing a more reliable picture of the roots of educational inequality. The study is also timely because improving learning outcomes has become a central priority for education systems worldwide. While Morocco has made substantial progress in expanding access to schooling, concerns about learning quality and educational equity remain. Our findings show that factors such as grade repetition, teacher shortages, access to digital resources, and students’ sense of belonging at school play a crucial role in shaping reading performance. Perhaps the most important contribution of this research is that it challenges the idea that educational inequalities can be addressed through access alone. The results suggest that improving learning requires targeted policies that strengthen school quality, support struggling students before they fall behind, ensure equitable access to learning resources, and create positive school environments. By identifying the mechanisms behind low performance, this study provides practical evidence that can help policymakers build a more effective and inclusive education system.

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