Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case
DOI:
https://doi.org/10.22235/pe.v14i2.2659Keywords:
school segregation, socio-economic level, academic performance, Uruguay, primary educationAbstract
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.
Downloads
References
Bäckström, P. (2021). School composition, disruptive classroom behaviour and student results: A study of mechanisms of peer effects. Nordic Studies in Education, 41(2), 167-184. https://doi.org/10.23865/nse.v41.2965
Bartholo, T., & Costa, M. (2016). Evidence of a school composition effect in Rio de Janeiro public schools. Ensaio: Avaliação e Políticas Públicas em Educação, 24(92), 498-521. https://doi.org/10.1590/S0104-40362016000300001
Belsey, D. A. (1982). Assessing the presence of harmful collinearity and other forms of weak data through a test for signal-to-noise. Journal of Econometrics, 20, 211-253. https://doi.org/10.1016/0304-4076(82)90020-3
Benito, R., & González-Balletbó, I. (2014). School segregation and its effects on educational equality and efficiency in 16 OECD comprehensive school systems. Comparative Education Review, 58(1), 104-134. https://doi.org/10.1086/672011
Brandén, M., Birkelund, G. E., & Szulkin, R. (2016). Does school segregation lead to poor educational outcomes?: Evidence from fifteen cohorts of Swedish ninth graders. Linköping University Electronic Press.
Burdick-Will, J. (2018). Neighborhood violence, peer effects, and academic achievement in Chicago. Sociology of Education, 91(3), 205-223. https://doi.org/10.1177/0038040718779063
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfield, F. D. (1966). Equality of educational opportunity. U.S. Government Printing Office.
Chesters, J., & Daly, A. (2017). Do peer effects mediate the association between family socio‐economic status and educational achievement?. Australian Journal of Social Issues, 52(1), 63-77. https://doi.org/10.1002/ajs4.3
Dumay, X., & Dupriez, V. (2008). Does the school composition effect matter? Evidence from Belgian data. British Journal of Educational Studies, 56(4), 440-477. https://doi.org/10.1111/j.1467-8527.2008.00418.x
Elias, M., & Daza, L. (2019). Configuración y reconfiguración de las expectativas educativas después de la educación obligatoria: Un análisis longitudinal. International Journal of Sociology of Education, 8(3), 206-235. https://doi.org/10.17583/rise.2019.4479
Ferrando, F., Hernández-Almeida, M., Oreiro, C., Seijas, M. N., & Urraburu, J. (2020). Evolución de la Segregación Socioeconómica en la Educación Pública de Uruguay. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(4), 143-169. https://doi.org/10.15366/reice2020.18.4.006
Hutchens, R. (2001). Numerical measures of segregation: desirable properties and their implications. Mathematical Social Sciences, 42(1), 13-29. https://doi.org/10.1016/s0165-4896(00)00070-6
INEEd. (2018). Aristas 2017. Informe de resultados de tercero y sexto de educación primaria. Instituto Nacional de Evaluación Educativa.
INEEd. (2019). Informe sobre el estado de la educación en Uruguay 2017-2018. Instituto Nacional de Evaluación Educativa.
Krüger, N. (2018). An evaluation of the intensity and impacts of socioeconomic school segregation in Argentina. En X. Bonal y C. Bellei (Eds.), Understanding school segregation: Patterns, Causes and consequences of spatial inequalities in education (pp. 210-243). Bloomsbury Academic. https://doi.org/10.5040/9781350033542
Krüger, N. (2020). Efectos compañero en contextos escolares altamente segregados. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(4), 171-196. https://doi.org/10.15366/reice2020.18.4.007
Li, A., & Fischer, M. J. (2017). Advantaged/disadvantaged school neighborhoods, parental networks, and parental involvement at elementary school. Sociology of Education, 90, 355-377. https://doi.org/10.1177/0038040717732332
Lugo, A. M. (2011). Heterogenous peer effects, segregation and academic attainment. The World Bank.
Mickelson, R. (2018). A synthesis of social science research on the effects of ethnic, racial and socioeconomic composition of schools in the United States. En X. Bonal y C. Bellei (Eds.), Understanding school segregation: Patterns, causes and consequences of spatial inequalities in education (pp. 123-154). Bloomsbury Academic. https://doi.org/10.5040/9781350033542.ch-007
Murillo, F. J. (2016). Midiendo la segregación escolar en América Latina. Un análisis metodológico utilizando el TERCE. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(4), 33-60. https://doi.org/10.15366/reice2016.14.4.002.
Murillo, F. J., Duk, C., & Martínez-Garrido, C. (2018). Evolución de la segregación socioeconómica de las escuelas de América Latina. Estudios Pedagógicos, 44(1), 157-179. https://doi.org/10.4067/S0718-07052018000100157
Murillo, F. J., & Carrillo, S. (2021). Incidencia de la segregación escolar por nivel socioeconómico en el rendimiento académico. Un estudio desde Perú. Archivos Analíticos de Políticas Educativas, 29(49). https://doi.org/10.14507/epaa.29.5129
Murillo, F. J., & Graña, R. (2020). Una panorámica de la segregación escolar por nivel socioeconómico en Uruguay. Cuadernos de Investigación Educativa, 11(1), 15-35. https://doi.org/10.18861/cied.2020.11.1.2941
Murillo, F. J., & Martínez-Garrido, C. (2017a). Segregación social en las escuelas públicas y privadas en América Latina. Educação & Sociedade, 38(140), 727-750. https://doi.org/10.1590/es0101-73302017167714
Murillo, F. J., & Martínez-Garrido, C. (2017b). Estimación de la magnitud de la segregación escolar en América Latina. Magis. Revista Internacional de Investigación en Educación, 9(19), 11-30. https://doi.org/10.11144/javeriana.m9-19.emse
Murillo, F. J., & Martínez-Garrido, C. (2020). Segregación Escolar como Opresión. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 18(4), 5-8.
Oberti, M., & Savina, Y. (2019). Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area. Urban Studies, 56(15), 3117-3142. https://doi.org/10.1177/0042098018811733
Owens, A. (2018). Income segregation between school districts and inequality in students’ achievement. Sociology of Education, 91(1), 1-27. https://doi.org/10.1177/0038040717741180
Palardy, G. J. (2013). High school socioeconomic segregation and student attainment. American Educational Research Journal, 50(4), 714-754. https://doi.org/10.3102/0002831213481240
Palardy, G. J. (2020). The impact of socioeconomic segregation in US high schools on achievement, behavior, and attainment and the mediating effects of peers and school practices. En J. Hall, A. Lindorff y P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (pp. 287-325). Springer, Cham.
Paloyo, A. R. (2020). Peer effects in education: recent empirical evidence. En S. Bradley y C. Green (Eds.), The Economics of Education (pp. 291-305). Academic Press. https://doi.org/10.1016/B978-0-12-815391-8.00021-5
Ramírez Leira, L., & Vazquez, E. (2020). Entendiendo los cambios en la segregación escolar. Un análisis en base a microdescomposiciones. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(4), 97-121. https://doi.org/10.15366/reice2020.18.4.004
Reardon, S. F. (2016). School segregation and racial academic achievement gaps. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 34-57.
Reardon, S. F., Weathers, E., Fahle, E., Jang, H., & Kalogrides, D. (2019). Is separate still unequal? New evidence on school segregation and racial academic achievement gaps. Stanford Center for Education Policy Analysis.
Sacerdote, B. (2014). Experimental and quasi-experimental analysis of peer effects: Two steps forward?. Annual Review of Economics, 6, 253-272. https://doi.org/10.1146/annurev-economics-071813-104217
Sciffer, M. G., Perry, L. B., & McConney, A. (2020, 18 de abril). The Role of the socio-economic compositional effect in systemic school effectiveness and equity. SocArXiv. https://doi.org/10.31235/osf.io/92qrb
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Torrents, D., Merino, R., Garcia, M., & Valls, O. (2018). El peso del origen social y del centro escolar en la desigualdad de resultados al final de la escuela obligatoria. Papers: Revista de Sociología, 103(1), 29-50. https://doi.org/10.5565/rev/papers.2300
Van Ewijk, R., & Sleegers, P. (2010). The effect of peer socioeconomic status on student achievement: A meta-analysis. Educational Research Review, 5(2), 134-150. https://doi.org/10.1016/j.edurev.2010.02.001
Vivian, L. (2017). The influence of school segregation on students’ educational achievement. Perspectives, 9(1), Art. 11.
Wilkinson, I. (2002) Introduction: Peer influences on learning: Where are they?. International Journal of Educational Research, 37(5), 395-401. https://doi.org/10.1016/S0883-0355(03)00012-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Páginas de Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors will retain their copyrights and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work provided that its author is indicated and Your first publication in this journal.
- Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet after the publication process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
