This paper analyzes the effect of student social-economic-cultural status index on Invalsi tests results in Italian, Mathematics and English of students in Veneto Region attending in the year 2018-19 the 5th grade of the primary school, the 3rd grade of the lower secondary school and the 2nd and 5th grade of the upper secondary school. To this purpose a series of regression analysis has been carried out taking into account the Escs index as the only independent variable and under control of other student variables, like gender, nationality, etc., conditioning performance in standardized achievement tests. The Escs effect lowers when controlling for these variables. Moreover, the social contextual effect of the class attended by the students, measured by the mean Escs, is stronger than the effect of personal Escs index of the pupils.
Keywords: Educational Inequalities, Escs Index, Contextual Effect, Invalsi Tests
Jel Code: I24