Understanding the Role of School Socioeconomic Composition in Student Outcomes: Insights from PISA 2018 in the UAE

Published date: Jan 28 2026

Journal Title: Gulf Education and Social Policy Review

Issue title: Gulf Education and Social Policy Review (GESPR): Volume 6, Issue 3

Pages: 466 - 487

DOI: 10.18502/gespr.v6i3.11178

Shefa AlHashmishifasa@gmail.comIndependent researcher, Abu Dhabi

This study examines the influence of school socioeconomic composition on student reading performance in the United Arab Emirates (UAE), using data from the 2018 Program for International Student Assessment (PISA). The UAE’s education system is characterized by a large proportion of private schools and pronounced socioeconomic stratification. This study uses hierarchical linear modeling to explore the impact of SES clustering on reading comprehension and investigate disparities between schools, accounting for both family and school-related factors. Results highlight a significant association between SES clustering and performance, with a stronger relationship observed with student and family characteristics than school processes. The findings shed light on a substantial disparity between public and private schools. Limitations include the dataset’s time-bound nature and the absence of post-pandemic contextualization.

Keywords: Socioeconomic composition, PISA, UAE, Student performance, Educational stratification, Hierarchical modeling

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