How Big is the Handicap for Disadvantaged Pupils in Segregated Schooling Systems?

2017/05/04 by Julien Danhier · 1 citation
Social Sciences · #Intergenerational and Educational Inequality Studies #Parental Involvement in Education #School Choice and Performance

paper · doi:10.1080/00071005.2017.1322682

openalex publication_date 2017/05/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30

Abstract

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils’ achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal.

Citations

• Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error
• Missing Data Analysis: Making It Work in the Real World
• Multiple imputation using chained equations: Issues and guidance for practice
• The Dimensions of Residential Segregation

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• Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England

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