Does School Improve Equity? Some Key Findings from Portuguese Data
AbstractDoes School Improve Equity? ABSTRACT Most school inequality research usually emphasize the role played by pupils' family social, cultural and economic condition, their parents' educational achievement, previous own school story and gender, among other factors. Despite also considering these same determinants, our main purpose in this paper had to do with assessing the specific role played both directly and indirectly by the "school effect" upon pupils' scholar trajectories; and thereby trying to investigate how far does school alleviate or reinforce the other factors inequality outcomes. Therefore, we began by identifying the statistically meaningful variables on the basis of contingency analysis, then went on to investigate the joint influence exerted by those variables upon two different success/failure school outcomes. Finally, we applied discriminant with control analysis in order to assess the magnitude of "school effect" throughout its diverse intervention forms along school course. We concluded that Portuguese secondary school actually amplifies both the vicious and the virtuous cycles generated by the other inequality variables, depending mostly on school characteristics themselves and possibly with their interaction with surrounding area characteristics (author abstract)
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 26762.
Date of creation: 2005
Date of revision:
social and economic deprivation; parents’ school achievement; gender; own school trajectory; school effect; school outcomes inequity; data; Portugal.;
Find related papers by JEL classification:
- C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Margarida Chagas Lopes & Graça Leão Fernandes, 2004. "Skills Dynamics and (the Need for) Longitudinal Data," Working Papers Department of Economics 2004/02, ISEG - School of Economics and Management, Department of Economics, University of Lisbon.
- Chagas Lopes, Margarida & Medeiros, João, 2004. "School Failure and Intergenerational “Human Capital” Transmission in Portugal," MPRA Paper 26764, University Library of Munich, Germany.
- Margarida Chagas Lopes & Fernandes Graça Leão, 2010.
"Success/failure in Higher Education: How Long Does it Takes to Complete Some Core 1st. Year Disciplines?,"
Journal of Research in Educational Sciences,
ASERS Publishing, vol. 0(1), pages 32-50, June.
- Chaga Lopes, Margarida & Fernandes, Graca, 2010. "Success/Failure in Higher Education:how long does it take to complete some core 1st. year disciplines?," MPRA Paper 21953, University Library of Munich, Germany.
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