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Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models

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  • Inés Lucas-Oliva

    (Department of Language and Literature Teaching, University of Seville, 41013 Seville, Spain
    Vice-Rectorate for Research, Pablo de Olavide University, 41013 Seville, Spain)

  • Jesús García-Jiménez

    (Department of Educational Research Methods and Diagnostics, University of Seville, 41013 Seville, Spain)

  • Juan-Jesús Torres-Gordillo

    (Department of Educational Research Methods and Diagnostics, University of Seville, 41013 Seville, Spain)

  • Javier Rodríguez-Santero

    (Department of Educational Research Methods and Diagnostics, University of Seville, 41013 Seville, Spain)

Abstract

Education plays a crucial role in the development and consolidation of equality in society, which is reflected in the SDGs of the UN 2030 Agenda. Knowing the educational performance of schools is necessary to diagnose needs, evaluate proposals and undertake improvements in education policies. This study pursued a twofold objective: (1) to assess the equity and parity of Andalusian schools in relation to the competencies of mathematical reasoning and linguistic communication and (2) to study the relationship among educational performance, equity and parity in these competences. Hierarchical linear model research was designed and implemented in a population of 79,806 schoolchildren and 2092 schools. The results confirmed differences in equity and parity among schools. A relation was found between higher effectiveness and higher parity. Nonpublic schools are not more efficient than public schools; rather, it is the average economic and sociocultural status of schools that controls for their effectiveness. In conclusion, the educational system does not guarantee the same opportunities for all children; thus, the equity and parity of educational systems should be key criteria for their evaluation, ensuring that quality education reaches everyone equally. Further implications are also discussed.

Suggested Citation

  • Inés Lucas-Oliva & Jesús García-Jiménez & Juan-Jesús Torres-Gordillo & Javier Rodríguez-Santero, 2022. "Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models," Sustainability, MDPI, vol. 14(19), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12404-:d:929139
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    References listed on IDEAS

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    1. Giambona, Francesca & Porcu, Mariano, 2018. "School size and students' achievement. Empirical evidences from PISA survey data," Socio-Economic Planning Sciences, Elsevier, vol. 64(C), pages 66-77.
    2. Jesús García-Jiménez & Javier Rodríguez-Santero & Juan-Jesús Torres-Gordillo, 2020. "Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees," Sustainability, MDPI, vol. 12(23), pages 1-10, November.
    3. Naoki Akaeda, 2020. "Contextual Social Trust and Well-Being Inequality: From the Perspectives of Education and Income," Journal of Happiness Studies, Springer, vol. 21(8), pages 2957-2979, December.
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