This paper explores the degree of educational poverty in European countries using data from OECD Programme for International Student Assessment (PISA). This research adopts the class of additive multidimensional poverty measures proposed by Alkire & Foster (2011) and investigates the degree of educational poverty in terms of incidence, breadth, depth and severity. Also, we analyse the impact of students’ characteristics and school-level factors on the probability of being educational poor in various learning dimensions. The findings reveal that between 2006 and 2015 the incidence of educational poverty became more relevant in many European countries, while most of them experienced a reduction of poverty depth and severity. Therefore, several policy scenarios are simulated in order to highlight the school factors that can be activate to alleviate the risk of educational poverty in the European countries that experienced the highest incidence of educational poor student.

本文使用经合组织国际学生评估计划 (PISA) 的数据探讨欧洲国家的教育贫困程度。本研究采用 Alkire & Foster (2011) 提出的可加性多维贫困测度类别，从发生率、广度、深度和严重性方面调查教育贫困程度。此外，我们分析了学生的特征和学校层面的因素对各个学习维度的教育贫困概率的影响。调查结果显示，在 2006 年至 2015 年期间，许多欧洲国家的教育贫困发生率变得更加相关，而其中大多数国家的贫困深度和严重程度有所降低。所以，