What Drives Student Success in Morocco? Evidence from PISA 2018

What is it about?

Education plays a key role in improving people's lives and supporting a country's economic development. However, many students in Morocco continue to face challenges in achieving good academic results. This study examines the factors that influence the performance of Moroccan students using data from the international PISA 2018 assessment, which evaluated more than 6,800 fifteen-year-old students across the country. The findings show that student achievement is influenced by a combination of personal, family, and school-related factors. Students who are more confident in their abilities and more engaged in school tend to perform better. Family background also matters, particularly the educational level of parents and the availability of learning resources at home. The study highlights important inequalities in educational outcomes, including differences between boys and girls, between students from different linguistic backgrounds, and between public and private schools. One of the most striking findings is that students attending private schools generally achieve higher scores than those in public schools, even after accounting for family characteristics. The results also suggest that frequent school changes and learning difficulties can negatively affect student performance. By identifying the main factors associated with academic success, this research provides evidence that can help policymakers, educators, and families design more effective strategies to improve educational quality and reduce inequalities in Morocco. The ultimate goal is to ensure that all students have equal opportunities to succeed and reach their full potential.

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Photo by Brooke Cagle on Unsplash

Photo by Brooke Cagle on Unsplash

Why is it important?

This study is among the first comprehensive analyses of the determinants of academic achievement in Morocco using nationally representative data from the PISA 2018 international assessment and a multilevel modeling approach. By examining student, family, and school factors simultaneously, the research provides a more complete understanding of why educational outcomes differ among Moroccan students. The findings reveal substantial inequalities linked to gender, family background, language, school mobility, and the public-private school divide. These results are particularly timely as Morocco continues to implement educational reforms aimed at improving learning outcomes and reducing disparities. The study offers evidence-based insights that can help policymakers target resources more effectively, strengthen public education, promote gender equity, and support disadvantaged students. More broadly, the findings contribute to international discussions on educational quality and equity in developing countries and demonstrate how large-scale assessment data can inform better education policies.

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