4. The influence of socio-economic-cultural background on academic results in the INVALSI tests of Italian and Mathematics in two Southern regions: Puglia and Abruzzo

In the study conducted by Di Sano and Balenzano, the main focus is on exploring how socioeconomic status (SES) influences students' academic achievements in Italy, with a specific emphasis on the subjects of Italian and Mathematics. This research is particularly significant as it sheds light on educational outcomes within the Italian context, especially in the regions of Puglia and Abruzzo. These areas are noteworthy as their average learning scores are marginally higher than predicted levels, making them interesting cases for study. The research begins by establishing the importance of understanding the impact of SES on educational outcomes. This foundational aspect is critical as it lays the groundwork for the subsequent analysis. The introduction is followed by a comprehensive review of the existing literature, which delves into the relationship between SES and academic achievement. This section is crucial as it brings to the fore prior studies and theories, indicating a general trend where students from higher SES backgrounds tend to have better educational results. In terms of methodology, Di Sano and Balenzano adopt a quantitative approach. They utilize data derived from INVALSI tests, which assess student proficiency in Italian and Mathematics. The choice of these subjects is particularly relevant as they are core areas of the Italian educational curriculum. The research employs statistical analyses to discern the patterns and correlations between SES and the test scores of secondary school students. The findings of the study are quite revealing. They confirm a significant correlation between SES and academic performance. Specifically, students from higher SES backgrounds consistently demonstrate better scores in both Italian and Mathematics. Additionally, the study takes into account other variables such as gender, student origin, and school delay. These factors also appear to have a notable influence on academic outcomes, indicating the complexity of factors affecting educational achievement. In the discussion and implications section of the study, the authors delve into what these findings mean for educational policy and practice. One of the key takeaways is that addressing socioeconomic disparities is essential for enhancing educational equity and improving outcomes for all students. This part of the study is particularly impactful as it not only interprets the findings but also suggests actionable steps and considerations for policymakers and educators. Finally, the study concludes by underscoring the necessity of policy interventions that can mitigate the adverse effects of socioeconomic disparities on educational achievement. Moreover, the researchers advocate for further exploration into this topic. They suggest that future research should aim to understand more deeply how SES impacts various facets of learning and student development. Overall, this study by Di Sano and Balenzano makes a significant contribution to our understanding of educational inequalities. It's particularly relevant in the Italian context but also offers insights that could be applicable in broader discussions about educational equity and policy-making. The study is a valuable resource for educators, policymakers, and researchers who are engaged in efforts to address and understand educational disparities.