Inclusion and education

FIGURE 3.14: 
The probability of a disadvantaged student being in 
the same school as high-achieving students differs 
significantly by country
Index of disadvantaged students’ isolation from high-achieving 
students in reading, selected education systems, 2018
0.55
0.60
0.65
0.70
0.75
0.80
0.85
Isolation index
Peru
Slovakia
Bulgaria
Czechia
Israel
Romania
Lithuania
Belarus
Turkey
Serbia
Rep. Moldova
Albania
Ukraine
OECD average
N. Macedonia
Georgia
Latvia
Kazakhstan
Poland
Bosnia/Herzeg.
Denmark
Kosovo
Finland
Norway
Iceland
Croatia
Russian Fed.
Montenegro
Estonia
Canada
Colombia
Slovenia
Hungary
U. A. Emirates
Argentina

Less inclusive

More inclusive
Notes:
The isolation index measures the probability that a student 
who belongs to the bottom 25% in terms of socio-economic status 
will be in the same school as students from the top 25% in terms of 
learning proficiency in reading. It ranges from zero (no segregation) 
to one (full segregation). References to Kosovo shall be understood 
to be in the context of Security Council Resolution 1244 (1999).
Source: 
OECD (2019).
In Slovakia, Roma constituted 63% of all 
children in special classes and 42% of those 
in special schools in 2018
4
References to Kosovo shall be understood to be in the context of Security Council Resolution 1244 (1999)
.
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identification numbers to follow them through the 
education system and coordinate education with health 
and social support measures.
Governments tend to collect data mainly to support 
resource allocation. In particular, data on specific groups 
of learners identified as needing additional resources are 
used to prepare budgets. In the Republic of Moldova, data 
record students with special education needs to quantify 
the volume of services needed. In Slovakia, such data are