We relate students’ math scores in the OECD-PISA test to school characteristics. The average math score for Italian students has been increasing in 2009. The determinants of this growth are analyzed by the Oaxaca–Blinder decomposition, that is particularly useful in comparing groups. The progress in educational attainments shows a different composition between northern and southern schools. In the North-Center regions, improvements are explained by school endowments, while in the South they are also driven by external factors that are not explained by the estimated model and are linked to improvements in students' attitude to education leading to a more favorable disciplinary climate. The regional gap decreases but does not disappear.

我们将OECD-PISA考试中学生的数学成绩与学校特征联系起来。2009年，意大利学生的平均数学得分一直在增长。通过Oaxaca-Blinder分解分析了这一增长的决定因素，这在比较各组时特别有用。受教育程度的进步表明，北部和南部学校之间的构成有所不同。在北部中心地区，学费的提高可以解释学费的上涨，而在南部地区，这种增长也受到外部因素的推动，而外部因素则无法通过估算模型来解释，并且与学生对教育态度的改善相关，从而导致了更有利的纪律处分。气候。区域差距在缩小，但并没有消失。