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Does School Improve Equity? Some Key Findings from Portuguese Data

Author

Listed:
  • Chagas Lopes, Margarida
  • Medeiros, João
  • PINTO, AQUILES

Abstract

Does 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)

Suggested Citation

  • Chagas Lopes, Margarida & Medeiros, João & PINTO, AQUILES, 2005. "Does School Improve Equity? Some Key Findings from Portuguese Data," MPRA Paper 26762, University Library of Munich, Germany.
  • Handle: RePEc:pra:mprapa:26762
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    File URL: https://mpra.ub.uni-muenchen.de/26762/1/MPRA_paper_26762.pdf
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    References listed on IDEAS

    as
    1. Chagas Lopes, Margarida & Medeiros, João, 2004. "School Failure and Intergenerational “Human Capital” Transmission in Portugal," MPRA Paper 26764, University Library of Munich, Germany.
    2. Burgess, Simon & Gardiner, Karen & Propper, Carol, 2001. "Growing up: school, family and area influences on adolescents' later life chances," LSE Research Online Documents on Economics 6432, London School of Economics and Political Science, LSE Library.
    3. Margarida Chagas Lopes & Graça Leão Fernandes, 2004. "Skills Dynamics and (the Need for) Longitudinal Data," Working Papers Department of Economics 2004/02, ISEG - Lisbon School of Economics and Management, Department of Economics, Universidade de Lisboa.
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    Citations

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    Cited by:

    1. 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.
    2. Chagas Lopes, Margarida, 2006. "Portuguese Women in Science and Technology (S&T): Some Gender Features Behind MSc. and PhD. Achievement," MPRA Paper 26744, University Library of Munich, Germany.

    More about this item

    Keywords

    social and economic deprivation; parents’ school achievement; gender; own school trajectory; school effect; school outcomes inequity; data; Portugal.;

    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

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