Using data from Ireland's national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results…

In this paper, we have employed data from the OECD's Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the effect of using ICT at home on achievement. By employing Propensity Score Matching, we provide robust evidence that in most countries there is a negative association between…

Over the past century, technological development and better access to services has resulted in significant improvements to quality of life. Despite this, however, levels of stress, anxiety and depression are rising. Education can play a role in supporting well-being during and beyond schooling. Schools are increasingly concerned not only with…

Relationships between six home environment measures, achievement and intelligence tests were examined by stepwise multiple regression analyses for a sample of 60 eight-year old children. Home variables were most successful in predicting achievement test scores, less successful regarding culture-dependent intelligence test scores, and least…

This paper examines the extent that material, social, and cultural resources and schools account for the relationship between socioeconomic background and student achievement among 15-year-olds in 30 countries. Generally, cultural factors play a more important role in most countries although in a small minority of countries, material resources…