Incidencia de la segregación escolar por nivel socioeconómico en el rendimiento académico: El caso de Uruguay

F. Javier Murillo; Raquel Graña

doi:10.22235/pe.v14i2.2659

Authors

F. Javier Murillo Universidad Autónoma de Madrid http://orcid.org/0000-0002-8003-4133
Raquel Graña Universidad Autónoma de Madrid http://orcid.org/0000-0002-4223-8354

DOI:

https://doi.org/10.22235/pe.v14i2.2659

Keywords:

school segregation, socio-economic level, academic performance, Uruguay, primary education

Abstract

This research is proposed with a double objective: on the one hand, it seeks to determine the incidence of school segregation on the academic performance of primary school students in Uruguay in mathematics and reading; and, on the other hand, to determine the incidence of segregation by controlling the peer effect. To do this, an exploitation of the microdata of Aristas 2017 is carried out with Multilevel Models, estimating the relationship between the performance in mathematics and in reading in third and sixth grades of primary education with four characterizations of school segregation. The results confirm that school segregation by socioeconomic level clearly affects the academic performance of Uruguayan primary school students. However, controlling the peer effect, the more complex data suggest that just the school segregation of students with families with a higher socioeconomic level affects performance, and it does so in a negative way. Thus, it is concluded that segregation negatively affects all students, which is why it is urgent to take clear measures to fight segregation.

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