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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

education --- school failure --- schools --- students --- teacher support --- student performance --- retention

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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

education --- school failure --- schools --- students --- teacher support --- student performance --- retention --- education --- school failure --- schools --- students --- teacher support --- student performance --- retention

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Mettre au point les tests et questionnaires pour une evaluation nationale des acquis scolaires' est le deuxieme volume de cette serie destinee a renforcer les capacites afin de realiser des evaluations techniquement adequates des niveaux nationaux des acquis des eleves. Cet ouvrage presente aux lecteurs les activites impliquees dans l'elaboration des tests de performance, notamment la conception d'un cadre d'evaluation la redaction des items a choix multiple et a reponse construite le pre-test la production de carnets de tests et la notation manuelle des items. Une section consacree a l'elaboration des questionnaires explique comment mettre au point les questionnaires rediger les questions coder les reponses et relier les questionnaires aux tests. La derniere section traite de l'elaboration du manuel d'administration de test du recrutement des administrateurs de tests et de la prise de contact avec les etablissements echantillonnes. Le CD d'accompagnement contient des exemples d'items extraits de tests nationaux et internationaux des exemples de questionnaires et des manuels administratifs. Cet ouvrage constitue une ressource utile pour les personnes concernees par l'evaluation de l'education en particulier pour les professionnels participant aux evaluations nationales des acquis des eleves.

Assessment Evaluation --- Education System --- National Assessment --- Questionnaires --- Student Performance --- Test Data and Questionnaires

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This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. Expande tu Mente is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of USD 0.20 per pupil, Expande tu Mente was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries.

Academic Achievement --- Disadvantaged Student --- Education --- Educational Sciences --- Effective Schools and Teachers --- Growth Mindset --- Metacognition --- Psychology --- Secondary Education --- Social Development --- Student Achievement --- Student Learning --- Student Performance

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This paper studies the medium-term impact of early-life welfare transfers on children's learning. It studies children who were exposed to the randomized controlled trial of the Mexico's Food Support Program (the Programa de Apoyo Alimentario, PAL), in which households were assigned to receive cash, in-kind food transfers, or nothing (a control). The children are matched with administrative data on primary school standardized tests, which were taken four to 10 years after the experiment began. The findings show that in-kind transfers did not impact test scores, while cash transfers led to a significant and meaningful decrease in test scores. An analysis of the mechanisms driving these results reveals that both transfers led to an increase in child labor, which is likely detrimental to learning. In-kind food transfers, however, induced a greater consumption of several key micronutrients that are vital for brain development, which likely attenuated the negative impacts of child labor on learning.

Cash Transfers --- Education --- Effective Schools and Teachers --- Health, Nutrition and Population --- In-Kind Transfers --- Learning Outcomes --- Nutrition --- Poverty Reduction --- Primary Education --- Services and Transfers to Poor --- Student Achievement --- Student Performance --- Test Scores