Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case
Incidencia de la segregación escolar por nivel socioeconómico en el rendimiento académico: El caso de Uruguay
| 2021 | |
|
school segregation socio-economic level academic performance Uruguay primary education segregación escolar nivel socioeconómico rendimiento escolar Uruguay educación primaria |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2659
https://hdl.handle.net/10895/3998 |
|
| Acceso abierto |
| _version_ | 1815178712533958656 |
|---|---|
| author | Murillo, F. Javier |
| author2 | Graña, Raquel |
| author2_role | author |
| author_facet | Murillo, F. Javier Graña, Raquel |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Murillo, F. Javier Graña, Raquel |
| dc.date.accessioned.none.fl_str_mv | 2023-09-13T12:57:31Z |
| dc.date.available.none.fl_str_mv | 2023-09-13T12:57:31Z |
| dc.date.none.fl_str_mv | 2021-11-17 |
| dc.description.en-US.fl_txt_mv | This research is proposed with a double objective: on the one hand, it seeks to determine the incidence of school segregation on the academic performance of primary school students in Uruguay in mathematics and reading; and, on the other hand, to determine the incidence of segregation by controlling the peer effect. To do this, an exploitation of the microdata of Aristas 2017 is carried out with Multilevel Models, estimating the relationship between the performance in mathematics and in reading in third and sixth grades of primary education with four characterizations of school segregation. The results confirm that school segregation by socioeconomic level clearly affects the academic performance of Uruguayan primary school students. However, controlling the peer effect, the more complex data suggest that just the school segregation of students with families with a higher socioeconomic level affects performance, and it does so in a negative way. Thus, it is concluded that segregation negatively affects all students, which is why it is urgent to take clear measures to fight segregation. |
| dc.description.es-ES.fl_txt_mv | Esta investigación se plantea con un doble objetivo: busca, por un lado, determinar la incidencia de la segregación escolar sobre el rendimiento en matemática y en lectura de los estudiantes de Educación Primaria de Uruguay; y, por otro, determinar la incidencia de la segregación controlando el efecto de los pares. Para ello, se realiza una explotación de los microdatos de Aristas 2017 con Modelos Multinivel, estimando la relación entre el rendimiento en matemática y en lectura para tercero y sexto de educación primaria, con cuatro caracterizaciones de segregación escolar. Los resultados confirman que la segregación escolar por nivel socioeconómico incide de forma clara en el rendimiento académico de los estudiantes uruguayos de educación primaria. Sin embargo, controlando el efecto pares, los datos más complejos apuntan a que solo la segregación escolar de los estudiantes de mayor nivel socioeconómico incide en el rendimiento y lo hace de forma negativa. De esta forma se concluye que la segregación afecta negativamente a todos los estudiantes, con lo que urge tomar medidas claras de lucha contra la segregación. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2659 10.22235/pe.v14i2.2659 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3998 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2659/2436 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2021 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 14 No. 2 (2021): Páginas de Educación ; 96-120 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 14 Núm. 2 (2021): Páginas de Educación ; 96-120 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v14i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 14 N.º 2 (2021): Páginas de Educación ; 96-120 |
| dc.subject.en-US.fl_str_mv | school segregation socio-economic level academic performance Uruguay primary education |
| dc.subject.es-ES.fl_str_mv | segregación escolar nivel socioeconómico rendimiento escolar Uruguay educación primaria |
| dc.title.none.fl_str_mv | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case Incidencia de la segregación escolar por nivel socioeconómico en el rendimiento académico: El caso de Uruguay |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This research is proposed with a double objective: on the one hand, it seeks to determine the incidence of school segregation on the academic performance of primary school students in Uruguay in mathematics and reading; and, on the other hand, to determine the incidence of segregation by controlling the peer effect. To do this, an exploitation of the microdata of Aristas 2017 is carried out with Multilevel Models, estimating the relationship between the performance in mathematics and in reading in third and sixth grades of primary education with four characterizations of school segregation. The results confirm that school segregation by socioeconomic level clearly affects the academic performance of Uruguayan primary school students. However, controlling the peer effect, the more complex data suggest that just the school segregation of students with families with a higher socioeconomic level affects performance, and it does so in a negative way. Thus, it is concluded that segregation negatively affects all students, which is why it is urgent to take clear measures to fight segregation. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_bb23bf952a83cc739756fb1cb82f0c65 |
| identifier_str_mv | 10.22235/pe.v14i2.2659 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3998 |
| publishDate | 2021 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2021 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| spelling | Murillo, F. JavierGraña, Raquel2021-11-172023-09-13T12:57:31Z2023-09-13T12:57:31Zhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/265910.22235/pe.v14i2.2659https://hdl.handle.net/10895/3998This research is proposed with a double objective: on the one hand, it seeks to determine the incidence of school segregation on the academic performance of primary school students in Uruguay in mathematics and reading; and, on the other hand, to determine the incidence of segregation by controlling the peer effect. To do this, an exploitation of the microdata of Aristas 2017 is carried out with Multilevel Models, estimating the relationship between the performance in mathematics and in reading in third and sixth grades of primary education with four characterizations of school segregation. The results confirm that school segregation by socioeconomic level clearly affects the academic performance of Uruguayan primary school students. However, controlling the peer effect, the more complex data suggest that just the school segregation of students with families with a higher socioeconomic level affects performance, and it does so in a negative way. Thus, it is concluded that segregation negatively affects all students, which is why it is urgent to take clear measures to fight segregation.Esta investigación se plantea con un doble objetivo: busca, por un lado, determinar la incidencia de la segregación escolar sobre el rendimiento en matemática y en lectura de los estudiantes de Educación Primaria de Uruguay; y, por otro, determinar la incidencia de la segregación controlando el efecto de los pares. Para ello, se realiza una explotación de los microdatos de Aristas 2017 con Modelos Multinivel, estimando la relación entre el rendimiento en matemática y en lectura para tercero y sexto de educación primaria, con cuatro caracterizaciones de segregación escolar. Los resultados confirman que la segregación escolar por nivel socioeconómico incide de forma clara en el rendimiento académico de los estudiantes uruguayos de educación primaria. Sin embargo, controlando el efecto pares, los datos más complejos apuntan a que solo la segregación escolar de los estudiantes de mayor nivel socioeconómico incide en el rendimiento y lo hace de forma negativa. De esta forma se concluye que la segregación afecta negativamente a todos los estudiantes, con lo que urge tomar medidas claras de lucha contra la segregación.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2659/2436Derechos de autor 2021 Páginas de Educaciónhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPáginas de Educación; Vol. 14 No. 2 (2021): Páginas de Educación ; 96-120Páginas de Educación; Vol. 14 Núm. 2 (2021): Páginas de Educación ; 96-120Páginas de Educación ; Vol. 14 N.º 2 (2021): Páginas de Educación ; 96-1201688-74681688-528710.22235/pe.v14i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayschool segregationsocio-economic levelacademic performanceUruguayprimary educationsegregación escolarnivel socioeconómicorendimiento escolarUruguayeducación primariaIncidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s CaseIncidencia de la segregación escolar por nivel socioeconómico en el rendimiento académico: El caso de Uruguayinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/39982023-09-13 09:57:31.588oai:liberi.ucu.edu.uy:10895/3998Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-13T12:57:31LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case Murillo, F. Javier school segregation socio-economic level academic performance Uruguay primary education segregación escolar nivel socioeconómico rendimiento escolar Uruguay educación primaria |
| status_str | publishedVersion |
| title | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| title_full | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| title_fullStr | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| title_full_unstemmed | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| title_short | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| title_sort | Incidence of School Segregation by Socioeconomic Level on Academic Performance: Uruguay´s Case |
| topic | school segregation socio-economic level academic performance Uruguay primary education segregación escolar nivel socioeconómico rendimiento escolar Uruguay educación primaria |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2659 https://hdl.handle.net/10895/3998 |
