Teljesítményrés és szociális egyenlőtlenség a T9-mérésben: trendek a szlovákiai magyar iskolák körében (2019–2025)
Performance Gaps and Social Inequalities in the T9 Measurements: Trends among Hungarian-medium schools (2019–2025)

Summary/Abstract: This study examines performance gaps and social inequalities in the T9 assessment among schools with Hungarian as the language of instruction (2019–2025). The analysis is based on a longitudinal school-level dataset covering five measurement years (2018/19, 2021/22, 2022/23, 2023/24, and 2024/25), with a balanced panel of 131 schools available for repeated-measures comparisons. The study focuses on mathematics because cross-group comparisons are methodologically more robust in this domain, as the test instruments are content-equivalent across school types. The results show a persistent mathematics performance gap between Hungarian-medi¬um and Slovak-medium schools across the entire period, ranging from 6 to 11 per¬centage points. School-level socioeconomic disadvantage proved to be the strongest predictor of mathematics performance in the multivariate OLS model (β = −0.438, p < 0.001), whereas the full model explained 33.1% of the variance in school-level outcomes. The association between socioeconomic disadvantage and performance was negative in every measured year, with the strongest association in 2024/25 (r = −0.536). The COVID-19 period was associated with a marked decline in performance (Δ = −9.62 percentage points, Cohen’s dz = −0.677, p < 0.001), followed by partial recovery between 2022 and 2024, but a renewed setback was observed in 2024/25 (dz = −0.199). Regional patterns also suggest that schools in Banská Bystrica and Košice region may face disadvantages that are not fully explained by social compo¬sition alone. Overall, the findings point to the structural role of social disadvantage in shaping school performance and highlight the need for targeted compensatory support in vulnerable school contexts.

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