Retos y posibilidades de los centros de primaria ante los efectos de la segregación escolar temprana

  1. Daniel Bianchi 1
  2. Leopoldo Cabrera 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
RISE

ISSN: 2014-3575

Year of publication: 2023

Volume: 12

Issue: 1

Pages: 49-84

Type: Article

DOI: 10.17583/RISE.11387 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RISE

Abstract

This paper studies the possibilities of schools to face the effects of early school segregation. The relationships between the organizational and pedagogical process of schools and the social composition of their student body, as well as their relative effect on the mathematics achievement of 4th grade students, are analysed. The study involves a representative sample for Spain of 9555 students, 602 teachers and 501 primary schools, coming from database of the TIMSS 2019 report, published by the IEA. Our analysis confirms the existence of close correlations between school process factors and socioeconomic characteristics of the student body in different types of schools according to their school segregation status, i.e. depending on the social heterogeneity of their student body and the degree to which they concentrate students from disadvantaged backgrounds. We also found a less intense effect of organization and teaching on student outcomes, in comparison with the effect of social composition, although it is not possible to dismiss the influence of certain organizational and pedagogical aspects for the improvement of educational outcomes in schools affected by school segregation processes.

Bibliographic References

  • Benito, R., Alegre, M. Á., & Gonzàlez-Balletbò, 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
  • Benito, R., & Gonzàlez-Balletbò, I. (2012). ¿Puede el efecto composición reducir las desigualdades educativas? Una mirada sobre los efectos de la segregación escolar en España y los países del modelo de integración uniforme. RASE, 6(1), 49-71. https://ojs.uv.es/index.php/RASE/article/view/8597
  • Brophy, J.; & Good, T. L. (1984). Teacher behavior and student achievement. Institute for Research on Teaching, Michigan State University.
  • Cabrera, L., & Cabrera, B. (2008). Heterogeneidad de centros y desigualdad de rendimientos educativos. Tempora, (11), 61–99.
  • Cabrera, L. (2019). Políticas educativas preventivas de la repetición de curso en la enseñanza obligatoria en España. REMIE, 9(3), 227-257. https://doi.org/10.17583/remie.2019.4523
  • Carabaña, J. (2016). El Informe Coleman, 50 años después. RASE, 9(1), 1-21. https://ojs.uv.es/index.php/RASE/article/view/8400.
  • Coleman, J. S., Campbell, E.Q., Hobson, C. F., Mcpartland, J. M.; Mood, A. M., York, R. L., & Weinfeld, F. D. (1966). Equality of educational opportunity. Department of Health, Education and Welfar of Washington D.C.
  • Dumay, X. (2009). Origins and consequences of schools’ organizational culture for student achievement. Educational Administration Quarterly, 45(4), 523-555. https://doi.org/10.1177/0013161X09335873
  • Dumay, X., Dupriez, V., & Maroy, C. (2010). Ségrégation entre écoles, effets de la composition scolaire et inégalités de résultats. Revue française de sociologie, 51(3), 461-480. https://papyrus.bib.umontreal.ca/xmlui/handle/1866/16381
  • Dumay, X., Dupriez, V., & Maroy, C. (2011). La concurrence entre écoles accroît-elle les effets de composition?. Éducation comparée (Nouvelle série), (6), 49-68. https://papyrus.bib.umontreal.ca/xmlui/handle/1866/14075
  • Dupriez, V., & Dumay, X. (2005). L’égalité des chances à l’école: analyse d’un effet spécifique de la structure scolaire. Revue française de pédagogie, 150, 5-17. https://www.jstor.org/stable/i40053895
  • Ferrer, Á., & Gortazar, L. (2021). Diversidad y libertad. Reducción la segregación escolar respetando la capacidad de elección de centro. EsadeEcPol Insight, 29. https://www.esade.edu/ecpol/es/publicaciones/segregacion-escolar-esadeecpol/
  • Flecha, J.R., & Puigvert, L. (2021). Actuaciones educativas de éxito. En: Trinidad, A. (coord.) (2021). Educación desde la sociología: comunidad, familia y escuela (pp. 302-314). Tecnos (e-book).
  • Gamoran, A., & An, B. P. (2015). Effects of school segregation and school resources in a changing policy context. Educational Evaluation and Policy Analysis, 38(1), 43-64. https://doi.org/10.3102/01623737155856
  • Gamoran, A., & Long, D. (2006). Equality of Educational Opportunity. A 40 Year Retrospective. En: Teese, Lamb, Duru-Bellat, Helme (Eds.). (2007). International studies in educational inequality, theory and policy (Vol. 1) (pp. 27-47). Springer. https://link.springer.com/chapter/10.1007/978-1-4020-5916-2_2
  • Graña, R., Murillo, F., & Belavi, G. (2018). La interinidad del profesorado en las escuelas españolas, un factor de inequidad escolar. Red de Investigación sobre Liderazgo y Mejora de la Educación (RILME), 593-596. https://repositorio.uam.es/handle/10486/683124
  • IEA. (2020). Trends in International Mathematics and Science Study (TIMSS), 2019. Amsterdam: International Association for the Evaluation of Educational Achievement.
  • INE. (2020). Tasas de escolarización por edad en niveles no obligatorios. En Mujeres y hombres en España, Educación (pp. 140-141). Instituto Nacional de Estadística.
  • Íñiguez, T., & Marcaletti, F. (2018). Modelos lineales multinivel en SPSS y su aplicación en investigación educativa. REIRE, 11(1), 26-40. http://doi.org/10.1344/reire2018.11.118984
  • Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D. G., & Ginits, H. H., Heyns, B., & Michelson, S. (1972). Inequality: A reassessment of the effect of family and schooling in America. Basic Books.
  • Lubián, C., & Langa, D. (2022). La segregación escolar en familias inmigradas: clase social y estatus migratorio. Revista Española de Sociología, 31(3), 1-21. http://doi.org/10.22325/fes/res.2022.122
  • Marcotte-Fournier, A. G. (2015). Ségrégation scolaire et différenciation curriculaire au Québec. Canadian Journal for New Scholars in Education / Revue canadienne des jeunes chercheures et chercheurs en education, Special issue, 1-9. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30656
  • Martín Criado, E., & Gómez Bueno, C. (2017). El mito de la dimisión parental. Implicación familiar, desigualdad social y éxito escolar. Cuadernos de relaciones laborales¸35, (2), 305-325. http://doi.org/10.5209/CRLA.56777.
  • Martínez Celorrio, X. (2019). Desigualdad, segregación escolar y socialdemocracia. En: Granados, E. (dir.); Cabo, F. (coor.). Informe social. Desigualtats davant d'un futur incert. Document de Treball de la Fundació Rafael Campalans. Barcelona: Fundació Rafael Campalans, (pp. 41–62). Disponible en: https://fcampalans.cat/uploads/publicacions/pdf/informe_social_12_frc.pdf
  • Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas–A review of research evidence. School effectiveness and school improvement, 15(2), 149-175. http://doi.org/10.1076/sesi.15.2.149.30433
  • Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Londres: Sage.
  • Murillo, F. J. (2008a). Hacia un modelo de eficacia escolar. Estudio multinivel sobre los factores de eficacia de las escuelas españolas. REICE, 6(1), 4-28. https://revistas.uam.es/reice/article/view/5451
  • Murillo, F. J. (2008b). Los modelos multinivel como herramienta para la investigación educativa. Magis, Revista Internacional de Investigación en Educación, 1, 45-62. https://www.redalyc.org/articulo.oa?id=281021687004
  • Opdenakker, M.-C., & Van Damme, J. (2001). Relationship between school composition and characteristics of school process and their effect on mathematics achievement. British educational research journal, 27(4), 407-432. http://doi.org/10.1080/01411920120071434
  • Opdenakker, M.-C., & Van Damme, J. (2006a). Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools. School Effectiveness and School Improvement, 17(1), 87-117. http://doi.org/10.1080/09243450500264457
  • Opdenakker, M.-C., & Van Damme, J. (2006b). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and teacher education, 22(1), 1-21. http://doi.org/10.1016/j.tate.2005.07.008
  • Opdenakker, M.-C. & Van Damme, J. (2009). L'efficacité des classes dans l'enseignement secondaire. En: Dumay, X. (ed.). L’efficacité dans l’enseignement: Promesses et zones d’ombre (pp. 55-72). Louvain-la-Neuve: De Boeck Supérieur. http://doi.org/10.3917/dbu.dumay.2009.01.0055
  • Pérez, C. N. (2002). Posiciones frente a la escuela por parte de alumnas de origen subalterno. Revista de educación, (329), 463-486.
  • Pérez, C. N., Betancort, M., & Cabrera, L. (2013). Family influences in academic achievement. A study of the Canary Islands. Revista Internacional de Sociología (RIS), 71(1) 169-187. http://doi.org/10.3989/ris.2011.04.11
  • Pérez, C. N., Betancort, M., & Cabrera, L. (2014). Inversión pedagógica y éxito escolar del alumnado de clase obrera. RASE, 7(2), 410-428. https://ojs.uv.es/index.php/RASE/article/view/8779
  • Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School effectiveness and school improvement, 25(2), 197-230. http://doi.org/10.1080/09243453.2014.885450
  • Scheerens, J. (2000). Improving school effectiveness. UNESCO, International Institute for Educational Planning.
  • Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Pergamon.
  • Scheerens, J., & Creemers, B. P. (1989). Conceptualizing school effectiveness. International journal of educational research, 13(7), 691-706. http://doi.org/10.1016/0883-0355(89)90022-0
  • Thrupp, M. (1997). The School Mix Effect: How the Social Class Composition of School Intakes Shapes School Processes and Student Achievement. Paper presented to the AERA, 1997 Annual Meeting, Chicago. https://eric.ed.gov/?id=ED406511
  • Thrupp, M. (1999). Schools making a difference. Let's be realistic!. Open University Press.
  • Thrupp, M., Lauder, H., & Robinson, T. (2002). School composition and peer effects. International Journal of Educational Research, 37, 483-504. http://doi.org/10.1016/S0883-0355(03)00016-8
  • Valls-Carol, R., Rodrigues de Mello, R., Rodríguez-Oramas, A., Khalfaoui, A., Roca-Campos, E., Guo, M., & Redondo, G. (2022). The Critical Pedagogy that Transforms the Reality. International Journal of Sociology of Education, 11(1), 58–71. Retrieved from: https://hipatiapress.com/hpjournals/index.php/rise/article/view/8900
  • Van Damme, J., Opdenakker, M.-C., Van Landeghem, G., De Fraine, B.; Pustjens, H., & Van de Gaer, E. (2006). Educational Effectiveness: An introduction to international and Flemish research on schools, teachers and classes. Centre for Educational Effectiveness and Evaluation.
  • 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. http://doi.org/10.1016/j.edurev.2010.02.001
  • Van Landeghem, G., Van Damme, J., Opdenakker, M.-C., De Frairie, D. F., & Onghena, P. (2002). The effect of schools and classes on noncognitive outcomes. School Effectiveness and School Improvement, 13(4), 429-451. http://doi.org/10.1076/sesi.13.4.429.10284
  • Vezeau, C., Chouinard, R., Bouffard, T., Janosz, M., Bergeron, J., & Bouthillier, C. (2010). Estimation de l’effet-école et de l’effet-classe sur la motivation des élèves du secondaire. Revue des sciences de l'éducation, 36(2), 445-468. http://doi.org/10.7202/044485ar
  • Walberg, H. J. (1984). Improving the productivity of America's schools. Educational leadership, 41(8), 19-27. https://www.ascd.org/el/articles/improving-the-productivity-of-americas-schools
  • Willms, J. D. (2003). Monitoring school performance: A guide for educators. Routledge.
Data source: Dialnet