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dc.contributor.authorMurillo Torrecilla, Francisco Javier 
dc.contributor.authorMartínez Garrido, Cynthia Almenara 
dc.contributor.otherUAM. Departamento de Pedagogíaes_ES
dc.date.accessioned2022-12-16T18:27:46Z
dc.date.available2022-12-16T18:27:46Z
dc.date.issued2018-01-01
dc.identifier.citationRevista de Educación 381 (2018): 67-93es_ES
dc.identifier.issn0034-8082es_ES
dc.identifier.urihttp://hdl.handle.net/10486/705635
dc.description.abstractThe equity of the education system, in particular, the magnitude of school segregation has been affected by the severe economic crisis in Spain since 2008? The aim of this study is to determine the evolution across the last 15 years of the socioeconomic school segregation and immigrant school segregation in Spain and its Autonomous Communities. To achieve our aim, we conduct a special exploitation of the available PISA dataset from 2000 to 2015; we estimated four segregation indexes: Gorard index, Dissimilarity index, Hutchens index, and Isolation index. The socioeconomic school segregation considerer as a minority group the 25% of students from families with lower socioeconomic and cultural level (Q1), as well as the 25% with higher socioeconomic and cultural level (Q4). The minority group considered to estimate the immigrant school segregation was the students born abroad. According to our data, the socioeconomic school segregation in Spain has slightly decreased from 2000 to 2012, and increased strongly to 2015 (3.1% for students from Q1, and 3.6% students from Q4). Along the increases of the percentage of immigrant students from 2000 to 2009, the immigrant school segregation has decreased. From this moment, the immigrant school segregation has remained, even though the percentage of immigrant students keep growing. These results, let us confirm that there is evidence of the impact that economic crisis has into the increase of the school segregation in Spain. This impact stemming the decrease trend since 2000. A greater effort must be made by the educational administrations to terminate this state of affairs. They should strive to pursue the decreased trend that already existed before economic crisis came. The differences founded between the Autonomous Communities let us know that the public education policy can help to develop an equitable educational system, or it can serve to heighten social inequalities.en_US
dc.description.sponsorshipEste artículo ha sido desarrollado en el marco del Proyecto I+D+i de Excelencia “Escuelas en contextos socio-económicamente desafiantes: Una aproximación desde la Educación para la Justicia Social de Investigación” Ref: EDU2014-56118-P. Financiado con fondos del Ministerio de Economía y Competitividad-Gobierno de Españaes_ES
dc.format.extent55 págs.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isospaes_ES
dc.publisherGobierno de Españaes_ES
dc.relation.ispartofRevista de Educaciones_ES
dc.subject.otherEconomic recessionen_US
dc.subject.otherEconomic situationen_US
dc.subject.otherEquityen_US
dc.subject.otherEvolutionen_US
dc.subject.otherImmigrationen_US
dc.subject.otherSchoolen_US
dc.subject.otherSchool integrationen_US
dc.titleImpact of the economic crisis on school segregation in spainen_US
dc.title.alternativeIncidencia de la crisis económica en la segregación escolar en Españaes_ES
dc.typearticlees_ES
dc.subject.ecienciaEconomíaes_ES
dc.subject.ecienciaEducaciónes_ES
dc.relation.publisherversionhttps://doi.org/10.4438/1988-592X-RE-2017-381-381es_ES
dc.identifier.doi10.4438/1988-592X-RE-2017-381-381es_ES
dc.identifier.publicationfirstpage67es_ES
dc.identifier.publicationissue381es_ES
dc.identifier.publicationlastpage93es_ES
dc.identifier.publicationvolumeRevista de Educaciones_ES
dc.relation.projectIDGobierno de España: EDU2014-56118-Pes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.ccReconocimiento – NoComerciales_ES
dc.rights.accessRightsopenAccesses_ES
dc.facultadUAMFacultad de Formación de Profesorado y Educaciónes_ES


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