Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?

Socio-educational vulnerability refers to the circumstances in which students face difficulties or challenges arising from socio-economic or contextual factors, such as a lack of resources or adverse family environments. Ability grouping during secondary school is widely used to improve student perf...

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Detalles Bibliográficos
Autores: Blanco Varela, Bruno, Amoedo, José Manuel, Sánchez Carreira, María del Carmen
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad de Santiago de Compostela (USC)
Repositorio:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
Idioma:inglés
OAI Identifier:oai:minerva.usc.gal:10347/40830
Acceso en línea:https://hdl.handle.net/10347/40830
Access Level:acceso abierto
Palabra clave:Ability grouping
Socio-educational vulnerability
Efficiency
Educational inequalities
Educational economics
Propensity score matching
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spelling Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?Blanco Varela, BrunoAmoedo, José ManuelSánchez Carreira, María del CarmenAbility groupingSocio-educational vulnerabilityEfficiencyEducational inequalitiesEducational economicsPropensity score matchingSocio-educational vulnerability refers to the circumstances in which students face difficulties or challenges arising from socio-economic or contextual factors, such as a lack of resources or adverse family environments. Ability grouping during secondary school is widely used to improve student performance. The methodology tailored to students performance levels aims at providing improvements in their scores. This paper explores the complex relationship between ability grouping and socio-educational vulnerability. More specifically, it investigates how different student groups are affected by attending schools that implement ability grouping as compared to those that do not. The study is conducted in Spain, using the Programme for International Student Assessment (PISA) database and Propensity Score Matching methodology. The findings suggest that the ability grouping policy hinder equal opportunities for academically disadvantaged students, resulting in decreasing their abilities.ElsevierUniversidade de Santiago de Compostela. Departamento de Economía AplicadaUniversidade de Santiago de Compostela. Centro Interdisciplinar de Investigación en Tecnoloxías Ambientais (CRETUS)20242024-01-0120242024-01-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10347/40830reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostelainstname:Universidad de Santiago de Compostela (USC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2© 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:minerva.usc.gal:10347/408302026-06-15T12:47:27Z
dc.title.none.fl_str_mv Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
title Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
spellingShingle Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
Blanco Varela, Bruno
Ability grouping
Socio-educational vulnerability
Efficiency
Educational inequalities
Educational economics
Propensity score matching
title_short Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
title_full Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
title_fullStr Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
title_full_unstemmed Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
title_sort Analysing ability grouping in secondary school: A way to improve academic performance and mitigate educational inequalities in Spain?
dc.creator.none.fl_str_mv Blanco Varela, Bruno
Amoedo, José Manuel
Sánchez Carreira, María del Carmen
author Blanco Varela, Bruno
author_facet Blanco Varela, Bruno
Amoedo, José Manuel
Sánchez Carreira, María del Carmen
author_role author
author2 Amoedo, José Manuel
Sánchez Carreira, María del Carmen
author2_role author
author
dc.contributor.none.fl_str_mv Universidade de Santiago de Compostela. Departamento de Economía Aplicada
Universidade de Santiago de Compostela. Centro Interdisciplinar de Investigación en Tecnoloxías Ambientais (CRETUS)
dc.subject.none.fl_str_mv Ability grouping
Socio-educational vulnerability
Efficiency
Educational inequalities
Educational economics
Propensity score matching
topic Ability grouping
Socio-educational vulnerability
Efficiency
Educational inequalities
Educational economics
Propensity score matching
description Socio-educational vulnerability refers to the circumstances in which students face difficulties or challenges arising from socio-economic or contextual factors, such as a lack of resources or adverse family environments. Ability grouping during secondary school is widely used to improve student performance. The methodology tailored to students performance levels aims at providing improvements in their scores. This paper explores the complex relationship between ability grouping and socio-educational vulnerability. More specifically, it investigates how different student groups are affected by attending schools that implement ability grouping as compared to those that do not. The study is conducted in Spain, using the Programme for International Student Assessment (PISA) database and Propensity Score Matching methodology. The findings suggest that the ability grouping policy hinder equal opportunities for academically disadvantaged students, resulting in decreasing their abilities.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10347/40830
url https://hdl.handle.net/10347/40830
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
instname:Universidad de Santiago de Compostela (USC)
instname_str Universidad de Santiago de Compostela (USC)
reponame_str Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
collection Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
repository.name.fl_str_mv
repository.mail.fl_str_mv
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