The Effect of Economic, Social and Cultural Status on Academic Achievement A Comparison of PISA 2015 and TEOG 2017 Results


The purpose of this research; to examine the effects of economic, social and cultural status (ESCS) characteristics on students' central examination (TEOG) scores. The research was done on Ankara sample and stratified sampling method was preferred in the research. In the sample schools, information on the characteristics of economic, social and cultural status was collected from 9th grade students. Firstly, an economic, social and cultural status (ESCS) index was calculated for each student. Then, the relationship between students' TEOG scores, ESCS index values and school characteristics were analyzed. As a result of the research; it was determined that there is a strong and mutual relationshipbetween students' academic achievement indicators and economic, social and cultural status index. When the effect of ESCS on students' TEOG scores is examined, it is concluded that this effect is much higher than the rate of effect revealed in PISA research. Research findings; it shows that ESCS affects academic success and supports the reproduction theory in the education system. This research showed that Turkey appears to work less egalitarian than in PISA reality of the education system.


Educational inequality school tracking transition to secondary school reproduction of inequality social class.