SOCIO-ECONOMIC STATUS AND ITS EFFECT ON VALUE-ADDED

The Lisbon strategy requires European education systems to produce applicable graduates in present environment of the increasing competitiveness and social cohesion. Inclusive growth starts with providing effective education to all children regardless of sex, disabilities or socio-economic status (SES). We present the methodology of identifying the value-added as one of the indicators of school effectiveness. In the sample of 26 schools and 1 229 pupils we observe their results in nationwide cognitive testing, information about family background and attitudes. We aim to explain disproportions between schools in the context of equal access to education.