SCHOOL SEGREGATION IN PUBLIC AND SEMIPRIVATE PRIMARY SCHOOLS IN ANDALUSIA

School segregation by socio-economic background is a feature of most education systems and impacts negatively on educational outcomes for poor children. Evidence on this issue is lacking for the Spanish primary education system and in particular the extent to which a) poor and rich students sort int...

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Bibliographic Details
Published in:British journal of educational studies 2021-03, Vol.69 (2), p.175-196
Main Authors: Prieto-Latorre, Claudia, Marcenaro-Gutierrez, Oscar D., Vignoles, Anna
Format: Article
Language:English
Subjects:
Child poverty
Elementary Schools
Foreign Countries
Grade 5
Hutchens Index
Inequality
Outcomes of Education
Primary Education
Private Schools
Public Schools
School Segregation
Schools
Segregation
semiprivate schools
Social Differences
Socioeconomic factors
socioeconomic level
Socioeconomic Status
Students
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Summary:School segregation by socio-economic background is a feature of most education systems and impacts negatively on educational outcomes for poor children. Evidence on this issue is lacking for the Spanish primary education system and in particular the extent to which a) poor and rich students sort into different types of school and b) the extent of segregation within different school types. We measure the level of segregation of students from different socioeconomic backgrounds into public and semiprivate schools and within these two types of school using the Hutchens Index. The analysis is based on data for students attending 5 th grade in the largest region in Spain (Andalusia). Our results indicate significant differences in the level of segregation across and within both school types. Students from higher socioeconomic backgrounds are more likely to attend semiprivate schools. This provides evidence of the inequity of providing public funding for semiprivate schools that are then disproportionately attended by wealthier students.
ISSN:0007-1005
1467-8527
DOI:10.1080/00071005.2020.1795078