Challenges and Opportunities for Primary Schools to Tackle the Effects of Early School Segregation
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Abstract
This paper studies the possibilities of schools to face the effects of early school segregation. The relationships between the organizational and pedagogical process of schools and the social composition of their student body, as well as their relative effect on the mathematics achievement of 4th grade students, are analysed. The study involves a representative sample for Spain of 9555 students, 602 teachers and 501 primary schools, coming from database of the TIMSS 2019 report, published by the IEA. Our analysis confirms the existence of close correlations between school process factors and socioeconomic characteristics of the student body in different types of schools according to their school segregation status, i.e. depending on the social heterogeneity of their student body and the degree to which they concentrate students from disadvantaged backgrounds. We also found a less intense effect of organization and teaching on student outcomes, in comparison with the effect of social composition, although it is not possible to dismiss the influence of certain organizational and pedagogical aspects for the improvement of educational outcomes in schools affected by school segregation processes.
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