Experts from the Institute of Macroeconomic and Regional Studies (IMR) studied how the socio-economic situation of families affects the academic performance of children from these families.

  The study used the results of the PISA-2022 survey in Uzbekistan, which summarized the answers of 15-year-old students (7293 students from 202 schools in total) from different regions of the republic.

   In this case, households are grouped in ascending order according to the socio-economic origin of the family.

   It was found that children from families in the top ten scored 43.7 points in mathematics, 39.8 points in reading, and 36.7 points in natural sciences compared to children from families in the bottom ten. That is, children from families with good socio-economic conditions received good grades in the above-mentioned subjects.

•    According to the results of the research conducted on the basis of the Repest module, it became known that a positive increase in the socio-economic status index by 1 unit improves the child's performance in mathematics by 9.5 points, in reading by 9.2 points, and in natural sciences by 7.9 points.
•    As expected, children from low-income families (low socio-economic) constituted 6.7% of students who did not complete homework. The share of children from the top ten families in this process is 3.3 percent.

   According to the study's conclusion, children from low-income families are more common among 15-year-old students in Uzbekistan who work for a fee during the school week. That is, 1 out of every 3 people works during their studies. In families with a high socio-economic background, this indicator is slightly lower - 1 in 4 people.

According to the analysis results, students' failure to complete homework reduces PISA test results by an average of 16 points, while paid work reduces them by 37 points.

   The study also analyzed students' breakfast before classes.

   It turned out that students' lack of breakfast before class negatively impacts PISA test results by an average of 20 points. Not having breakfast affects children from poor families more and they receive 34 points less than children from high-income families who do not have breakfast.

   Students who do not have breakfast before classes during the school week constitute 13.6% of children from low-income families and 9.5% of children from high-income families.

   MHTI experts propose establishing target indicators in state educational legislation based on the results of international testing, as well as simultaneously dividing them into groups (children from high-income and low-income families, urban-rural areas, etc.), and introducing a system of providing free lunches and breakfasts as a pilot program in schools in areas where families in need of social protection live.

   For information, the study proved that free lunch in schools in Uzbekistan increases attendance by 8%.