Mapping Connections Across Layers: Interrelationships Between Key Factors and 15-Year-Old’s Reading Scores

Abstract

This study uses 2018 PISA data to explore factors impacting 15-year-old U.S. students’ reading performance. It finds teacher experience positively correlates with scores, while attributes like age negatively impact them. Home ICT access boosts achievement, but overabundance of devices proves counterproductive. Ethnicity, parental education, and language crucially determine reading performance, underscoring socio-cultural factors. School context significantly influences outcomes with urban and rural schools facing varied challenges. The study concludes reading proficiency depends on complex factors, emphasizing need for balanced digital resources and interventions to address disparities. Limitations include reliance on single-cycle quantitative data, suggesting more longitudinal research is required.