¿Están relacionadas las políticas de estratificación con la brecha educativa de los estudiantes inmigrantes en Europa? Un análisis comparativo basado en PISA 2018
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2023
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Abstract
El objetivo de este trabajo es analizar el papel de las políticas de estratificación en la determinación del gap educativo de la población inmigrante. Se propone un análisis comparado a partir de la explotación de los datos de PISA 2018 en matemáticas. En el trabajo empírico se estudian tres políticas básicas de estratificación (tracking, agrupación por capacidad y repetición de curso) junto con el efecto de la segregación escolar. Entre otros resultados se ha encontrado que el tracking explica una parte importante del efecto de la segregación escolar en Alemania, Francia e Italia. Con relación a España, la repetición de curso afecta especialmente a los estudiantes inmigrantes y explica una parte sustancial de su brecha educativa. Además, una vez introducidos los efectos fijos de los programas de estudio, la segregación escolar de estudiantes aventajados y desaventajados muestra efectos estadísticamente significativos que sugieren la existencia de peer effects.
The aim of this paper is to analyse the role of stratification policies in the educational gap between immigrant and native students. This paper proposes a comparative study of the five most populated EU Member States based on the analysis of the PISA 2018 mathematics results. The empirical work studies the influence of three basic stratification policies (tracking, within-school ability grouping and grade repetition) on the immigrant education gap, together with the effect of school segregation. Among other results, it has been found that tracking explains a significant part of the effect associated with school segregation in Germany, France and Italy. In Spain, grade repetition particularly impacts immigrant students and explains a substantial part of the educational gap. On the other hand, once the study programme fixed effects are considered, the segregation of advantaged and disadvantaged students at school shows statistically significant effects that suggest the existence of peer effects.
The aim of this paper is to analyse the role of stratification policies in the educational gap between immigrant and native students. This paper proposes a comparative study of the five most populated EU Member States based on the analysis of the PISA 2018 mathematics results. The empirical work studies the influence of three basic stratification policies (tracking, within-school ability grouping and grade repetition) on the immigrant education gap, together with the effect of school segregation. Among other results, it has been found that tracking explains a significant part of the effect associated with school segregation in Germany, France and Italy. In Spain, grade repetition particularly impacts immigrant students and explains a substantial part of the educational gap. On the other hand, once the study programme fixed effects are considered, the segregation of advantaged and disadvantaged students at school shows statistically significant effects that suggest the existence of peer effects.