Why Family Background Still Shapes Student Success Around the World ? evidence from PISA

What is it about?

Educational success is often influenced by more than a student’s ability or effort. Using data from over 70,000 students in Morocco, Singapore, France, Turkey, and Jordan, this study examines how family socioeconomic background affects learning outcomes in mathematics, reading, and science. We compare results from the PISA 2018 and 2022 assessments to understand whether educational inequalities changed following the COVID-19 pandemic. Our findings show that students from more advantaged families consistently achieve higher scores than those from less advantaged backgrounds across all countries studied. While some socioeconomic gaps appeared smaller in 2022, this was largely because higher-performing students experienced declines rather than because disadvantaged students improved. We also find that school environments, access to learning resources, and students’ well-being play important roles in shaping academic performance. The study highlights that educational inequality remains a major challenge, particularly in Morocco, where socioeconomic disadvantages can accumulate and reinforce one another. These findings suggest that policies aimed at improving educational equity should address not only access to schooling, but also the social, economic, and school-related factors that influence learning opportunities.

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Photo by Vitaly Gariev on Unsplash

Photo by Vitaly Gariev on Unsplash

Why is it important?

This study is both timely and important because it examines educational inequality in the aftermath of the COVID-19 pandemic using the most recent PISA 2022 data and compares it with PISA 2018. While many studies have explored socioeconomic inequalities in high-income countries, evidence from middle-income and MENA countries remains limited. By comparing Morocco with Singapore, France, Turkey, and Jordan, our research provides a rare international perspective on how family background continues to shape learning opportunities across different educational systems. A unique contribution of this study is its use of advanced multilevel modelling to examine not only the direct influence of socioeconomic status on achievement, but also how individual, school, and psychosocial factors interact to reinforce educational advantages and disadvantages. The findings reveal that apparent reductions in achievement gaps do not necessarily reflect improved equity, but may instead result from declining performance among previously advantaged students. These insights are particularly relevant for policymakers, educators, and international organizations seeking to build more equitable and resilient education systems. By identifying the mechanisms through which inequalities persist, the study provides evidence that can inform targeted interventions aimed at improving learning outcomes for disadvantaged students and reducing educational disparities in Morocco and similar contexts.

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