Caine Rolleston and Sofya Krutikova (2014) Gap in access to well-resourced schools and social selection in schooling

'Very large differences are observed between the most and least advantaged [Grade 5] pupils in terms of access to computers, calculators and the internet, ownership of a study desk/chair/lamp and on whether pupils have their own place to study or have more than ten books (other than school books) at home... Disadvantaged pupils are not found to be in schools with less experienced principals, principals who had received less in-service training or schools which were closed for more days as a result of unforeseen circumstances. They are, however, found to be in schools which receive fewer inspection visits, have lower assets overall and which are more likely to have ‘failing infrastructure’. Differences by home advantage emerge more strongly when going beyond ‘minimum standards’ to more nuanced measures ... Most notably, disadvantaged pupils are considerably less likely to be in schools with libraries, computer facilities, internet accessible to pupils and principals educated to university degree level or who had been awarded the status of ‘excellent teacher’.'

'[D]isadvantaged pupils tended to have lower achieving and more disadvantaged class-peers. In line with this trend, large differences in favour of more advantaged pupils were also found in peers’ opportunities to learn outside school, including use of computers outside school, hours of extra classes attended and ownership of learning materials.'

Caine Rolleston and Sofya Krutikova (2014) Equalising opportunity? School quality and home disadvantage in Vietnam Link