Abstract

Assessments of students' learning show that Italy is characterized by a large territorial differentiation in terms of students' achievements. The essay analyses these gaps, through the use of pseudo-value-added models. The differences between areas are due largely to factors related to socio-economic context, which, however, do not fully explain these gaps. Therefore, there is room for a positive role played by the various professionals in the school systems (teachers and managers). We observe that the school systems in Southern Italy are more polarized than those of Northern Italy. There are significant differences between pupils and between schools in their performances, which are not simply related to environmental factors, but which are thought to be the result of differences in schools' effectiveness, due to the practice of their teachers and school leaders.