Abstract
This research analyses the socioeconomic and cultural segregation of students across school catchment areas using census data for the students in their second year of secondary education in Andalusia (the most populated region in Spain). The main methodology used is the Mutual Information Index, which satisfies all the desirable properties for measuring segregation. Concretely, we draw upon the additive decomposability property, which decomposes the segregation of students across schools into the different levels in which schools can be grouped, that is, catchment areas and, within catchment areas, by source of funding (public and semiprivate schools). We found that school segregation is greater than catchment areas’ segregation. Additionally, statistically significant correlations are found between the level of segregation within the catchment areas and factors such as size of the catchment area, parental level of education and size of the municipality where the school is located.
Similar content being viewed by others
Notes
Programme for International Student Assessment.
However, these authors indicated that parental level of education was not available at individual level, so they imputed the average level of the census block.
In their analysis they grouped semiprivate and private schools.
Our dataset contains information related to 2nd year secondary education students in the academic year 2011/12, who accessed secondary education in the academic year 2010/11, the reason why we focus on this law, which was applicable at that moment.
The Survey of Financing and Expenditure of Private Education (Encuesta de Financiación y Gastos de la Enseñanza Privada) is conducted every 5 years. In 2009–10, semiprivate schools were publicly funded in 75%, while they were in 69.2% in 2014–15.
These items are: the student has a suitable place to study at home; a desk; computer at home; Internet at home; resource books and education supporting books (dictionaries, encyclopaedia, etc.); books (novels, books of short stories, poems, comics, etc.); specialised magazines; daily press.
The upper bound is the lower value of either the logarithm of the number of groups (4 or 2 groups) or the logarithm of the number of schools (1,297 schools).
For example, in the Hutchens Index, weight is a function which depends on the proportion of students in each group within the social unit (only for two groups, because it is based in a binary distribution of the population) and the proportion of students in each group in the population, while weight is the proportion of students who belong to the social unit in the M index.
In absolute terms, differences between semiprivate schools within the same catchment area are greater than differences between public schools within the same catchment area. For the total level of segregation (Table 1, column 1), the M Index for public schools in the same catchment area (Mc,public) is 0.057 and the M Index for semiprivate schools in the same catchment area (Mc,semiprivate) is 0.095. However, these figures are weighted by the proportion of students attending public and semiprivate schools, respectively (only 28% of students attend semiprivate schools, this is, pc,semiprivate), and this fact explains the higher contribution of public schools to the whole level of segregation.
The results of the Mutual Information Index for catchment areas with 1 school are available in the online supplemental material in Table S3 (replicating the first row of Table 1).
References
Allen, R., Burgess, S., & McKenna, L. (2013). The short-run impact of using lotteries for school admissions: Early results from brighton and hove’s reforms. Transactions of the Institute of British Geographers, 38(1), 149–166. https://doi.org/10.1111/j.1475-5661.2012.00511.x
Allen, R., & Vignoles, A. (2007). What should an index of school segregation measure? Oxford Review of Education, 33(5), 643–668. https://doi.org/10.1080/03054980701366306
Angrist, J., Bettinger, E., Bloom, E., King, E., & Kremer, M. (2002). Vouchers for private schooling in Colombia: Evidence from a randomized natural experiment. American Economic Review, 92(5), 1535–1558. https://doi.org/10.1257/000282802762024629
Bonal, X., Zancajo, A., & Scandurra, R. (2019). Residential segregation and school segregation of foreign students in Barcelona. Urban Studies, 56(15), 3251–3273. https://doi.org/10.1177/0042098019863662
Brasington, D. M., Hite, D., & Jauregui, A. (2015). House price impacts of racial, income, education, and age neighborhood segregation. Journal of Regional Science, 55(3), 442–467. https://doi.org/10.1111/jors.12173
Burger, K. (2019). The socio-spatial dimension of educational inequality: A comparative European analysis. Studies in Educational Evaluation, 62, 171–186. https://doi.org/10.1016/j.stueduc.2019.03.009
Consejo Escolar del Estado. (2018). Informe 2018 sobre el estado del sistema educativo. Ministerio de Educación y Formación Profesional.
Cordero, J. M., Crespo, E., Pedraja, F., & Santín, D. (2011). Exploring educational efficiency divergences across Spanish regions in PISA 2006. Revista De Economía Aplicada, 19(57), 117–146.
Cover, T. M., & Thomas, J. A. (1991). Elements of information theory. Wiley.
Croxford, L., & Paterson, L. (2006). Trends in social class segregation between schools in England, Wales and Scotland since 1984. Research Papers in Education, 21(4), 381–406. https://doi.org/10.1080/02671520600942388
Cullen, J. B., Jacob, B. A., & Levitt, S. D. (2005). The impact of school choice on student outcomes: An analysis of the Chicago Public Schools. Journal of Public Economics, 89(5–6), 729–760. https://doi.org/10.1016/j.jpubeco.2004.05.001
Deming, D. J., Hastings, J. S., Kane, T. J., & Staiger, D. O. (2014). School choice, school quality, and postsecondary attainment. American Economic Review, 104(3), 991–1013. https://doi.org/10.1257/aer.104.3.991
Denton, N. A. (1995). The persistence of segregation: Links between residential segregation and school segregation. Minnesota Law Review, 80, 795–824.
Eisenkopf, G. (2010). Peer effects, motivation, and learning. Economics of Education Review, 29(3), 364–374. https://doi.org/10.1016/j.econedurev.2009.08.005
Epple, D., & Romano, R. E. (2011). Peer effects in education: A survey of the theory and evidence. In J. Benhabib, A. Bisin, & M. O. Jackson (Eds.), Handbook of social economics. (Vol. 1). North-Holland.
Fernández-Enguita, M. (2008). Escuela pública y privada en España: La segregación rampante. RASE: Revista De La Asociación De Sociología De La Educación, 1(2), 42–69.
Figlio, D. N. (2007). Boys named Sue: Disruptive children and their peers. Education Finance and Policy, 2(4), 376–394. https://doi.org/10.1162/edfp.2007.2.4.376
Frankel, D. M., & Volij, O. (2011). Measuring school segregation. Journal of Economic Theory, 146(1), 1–38. https://doi.org/10.1016/j.jet.2010.10.008
Gibbons, S., Silva, O., & Weinhardt, F. (2017). Neighbourhood turnover and teenage attainment. Journal of the European Economic Association, 15(4), 746–783. https://doi.org/10.1093/jeea/jvw018
Gibbons, S., & Telhaj, S. (2016). Peer effects: Evidence from secondary school transition in England. Oxford Bulletin of Economics and Statistics, 78(4), 548–575. https://doi.org/10.1111/obes.12095
Givord, P. (2019a). Does greater social diversity in schools have an impact on equity in learning outcomes? PISA in Focus, 97, 1–6. https://doi.org/10.1787/35d2ab24-en
Givord, P. (2019b). How are school-choice policies related to social diversity in schools? PISA in Focus, 96, 1–6. https://doi.org/10.1787/2d448c77-en
Glazerman, S., & Dotter, D. (2017). Market signals: Evidence on the determinants and consequences of school choice from a citywide lottery. Educational Evaluation and Policy Analysis, 39(4), 593–619. https://doi.org/10.3102/0162373717702964
González-Betancor, S. M., & López-Puig, A. J. (2016). Grade retention in primary education is associated with quarter of birth and socioeconomic status. PLoS ONE, 11(11), e0166431. https://doi.org/10.1371/journal.pone.0166431
González-Betancor, S. M., & Marcenaro-Gutiérrez, O. D. (2018). Equidad y rendimiento académico: Un delicado binomio a nivel regional. Presupuesto y Gasto Público, 90, 117–134.
Gorard, S., & Taylor, C. (2002). What is segregation? A comparison of measures in terms of ‘strong’and ‘weak’compositional invariance. Sociology, 36(4), 875–895. https://doi.org/10.1177/003803850203600405
Gortázar, L., Mayor, D. & Montalbán, J. (2019). School Choice, Students Mobility and School Segregation: Evidence from Madrid. I Southern Spain Workshop on Economics of Education, Málaga.
Goux, D., & Maurin, E. (2007). Close neighbours matter: Neighbourhood effects on early performance at school. The Economic Journal, 117(523), 1193–1215. https://doi.org/10.1111/j.1468-0297.2007.02079.x
Guinea-Martín, D., Mora, R., & Ruiz-Castillo, J. (2015). The joint effect of ethnicity and gender on occupational segregation. An approach based on the mutual information index. Social Science Research, 49, 167–178. https://doi.org/10.1016/j.ssresearch.2014.08.007
Gutiérrez, G., Jerrim, J., & Torres, R. (2019). School segregation across the world: has any progress been made in reducing the separation of the rich from the poor? The Journal of Economic Inequality, 18, 157–179. https://doi.org/10.1007/s10888-019-09437-3
Hanushek, E. A., Kain, J. F., Markman, J. M., & Rivkin, S. G. (2003). Does peer ability affect student achievement? Journal of Applied Econometrics, 18(5), 527–544. https://doi.org/10.1002/jae.741
Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect of neighborhood poverty on dropping out and teenage pregnancy. American Journal of Sociology, 109, 676–719. https://doi.org/10.1086/379217
Harris, D., & Williams, J. (2012). The association of classroom interactions, year group and social class. British Educational Research Journal, 38(3), 373–397. https://doi.org/10.1080/01411926.2010.548547
Hastings, J. S., & Weinstein, J. M. (2008). Information, school choice, and academic achievement: Evidence from two experiments. The Quarterly Journal of Economics, 123(4), 1373–1414. https://doi.org/10.1162/qjec.2008.123.4.1373
Hoxby, C. M. (2000). Does competition among public schools benefit students and taxpayers? American Economic Review, 90(5), 1209–1238. https://doi.org/10.1257/aer.90.5.1209
Hsieh, C. T., & Urquiola, M. (2006). The effects of generalized school choice on achievement and stratification: Evidence from Chile’s voucher program. Journal of Public Economics, 90(8–9), 1477–1503. https://doi.org/10.1016/j.jpubeco.2005.11.002
Jacob, W. J., & Holsinger, D. B. (2008). Inequality in education: A critical analysis. In D. B. Holsinger & W. J. Jacob (Eds.), Inequality in education. Springer.
Jerrim, J., Lopez-Agudo, L. A., & Marcenaro-Gutierrez, O. D. (2020). Posh but poor The association between relative socio-economic status and children’s academic performance. Review of Income and Wealth. https://doi.org/10.1111/roiw.12476
Jeynes, W. (2000). Assessing school choice: A balanced perspective. Cambridge Journal of Education, 30(2), 223–241. https://doi.org/10.1080/03057640050075206
Klugman, J., & Lee, J. C. (2019). Social closure, school socioeconomic composition, and inequality in college enrollments. Social Science Research, 80, 156–185. https://doi.org/10.1016/j.ssresearch.2018.12.021
Krüger, N. (2018). An Evaluation of the Intensity and Impacts of Socio-economic School Segregation in Argentina. In X. Bonal & C. Bellei (Eds.), Understanding school segregation: patterns, causes and consequences of spatial inequalities in education (pp. 103–122). Bloomsbury Academic.
Lavy, V., Paserman, M. D., & Schlosser, A. (2011). Inside the black box of ability peer effects: Evidence from variation in the proportion of low achievers in the classroom. The Economic Journal, 122(559), 208–237. https://doi.org/10.1111/j.1468-0297.2011.02463.x
Lavy, V., Silva, O., & Weinhardt, F. (2012). The good, the bad, and the average: Evidence on ability peer effects in schools. Journal of Labor Economics, 30(2), 367–414. https://doi.org/10.1086/663592
Lindbom, A. (2010). School choice in Sweden: Effects on student performance, school costs, and segregation. Scandinavian Journal of Educational Research, 54(6), 615–630. https://doi.org/10.1080/00313831.2010.522849
Ludwig, J., Duncan, G. J., Gennetian, L. A., Katz, L. F., Kessler, R. C., Kling, J. R., & Sanbonmatsu, L. (2012). Neighborhood effects on the long-term well-being of low-income adults. Science, 337(6101), 1505–1510. https://doi.org/10.1126/science.1224648
Mancebón-Torrubia, M. J., & Pérez-Ximénez de Embún, D. (2009). Segregación escolar en el sistema educativo español. Un análisis a partir de PISA 2006. Investigaciones De Economía De La Educación, 4, 63–77.
Mancebón-Torrubia, M. J., & Pérez-Ximénez de Embún, D. (2010). Una valoración del grado de segregación socioeconómica existente en el sistema educativo español. Un análisis por comunidades autónomas a partir de PISA 2006. Regional and Sectoral Economic Studies, 10(3), 129–148.
Martínez, L., & Ferrer, A. (2018). Mézclate conmigo: De la segregación socioeconómica a la educación inclusiva. Save the Children, España.
Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. https://doi.org/10.1016/j.econedurev.2010.05.001
Massey, D. S. (2012). Reflections on the dimensions of segregation. Social Forces, 91(1), 39–43. https://doi.org/10.1093/sf/sos118
MECD (2011). Evaluación general de diagnóstico 2010. Educación secundaria obligatoria. Segundo curso. Informe de resultados. Madrid: Ministerio de Educación.
Mora, R., & Ruiz-Castillo, J. (2011). Entropy-based segregation indices. Sociological Methodology, 41(1), 159–194. https://doi.org/10.1111/j.1467-9531.2011.01237.x
Murillo, F. J., Belavi, G., & Rodríguez, L. M. P. (2018). Segregación escolar público-privada en España. Papers. Revista De Sociologia, 1(1), 1–31. https://doi.org/10.5565/rev/papers.2392
Murillo, F. J., & Martínez-Garrido, C. M. (2018). Magnitud de la Segregación escolar por nivel socioeconómico en España y sus Comunidades Autónomas y comparación con los países de la Unión Europea. Revista De La Asociación De Sociología De La Educación (RASE), 11(1), 37–58. https://doi.org/10.7203/RASE.11.1.10129
Musset, P. (2012). School Choice and Equity Current Policies in OECD Countries and a Literature Review. OECD Education Working Papers. OECD Publishing.
Musterd, S., Marcińczak, S., Van Ham, M., & Tammaru, T. (2017). Socioeconomic segregation in European capital cities. Increasing separation between poor and rich. Urban Geography, 38(7), 1062–1083.
Musterd, S., Van Gent, W. P., Das, M., & Latten, J. (2016). Adaptive behaviour in urban space: Residential mobility in response to social distance. Urban Studies, 53(2), 227–246. https://doi.org/10.1177/0042098014562344
Palardy, G. J. (2013). High school socioeconomic segregation and student attainment. American Educational Research Journal, 50(4), 714–754. https://doi.org/10.3102/0002831213481240
Palardy, G. J. (2015). High school socioeconomic composition and college choice: Multilevel mediation via organizational habitus, school practices, peer and staff attitudes. School Effectiveness and School Improvement, 26(3), 329–353. https://doi.org/10.1080/09243453.2014.965182
Pont, B., Figueroa, D. T., Albiser, E., Wittenberg, D., Zapata, J., & Fraccola, S. (2014). Education policy outlook: Spain. OECD Publishing.
Prieto-Latorre, C., Marcenaro-Gutiérrez, O., & Vignoles, A. (2020). School segregation in public and semiprivate schools primary schools in Andalusia. British Journal of Educational Studies, in Press. https://doi.org/10.1080/00071005.2020.1795078
Schleicher, A., Zimmer, K., Evans, J., & Clements, N. (2009). PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science. OECD Publishing.
Shakeel, M., Anderson, K., & Wolf, P. (2016). The participant effects of private school vouchers across the globe: A meta-analytic and systematic review. Retrieved from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2777633
Simon, F., Małgorzata, K., & Pont, B. (2007). Education and training policy no more failures ten steps to equity in education: Ten steps to equity in education. OECD Publishing.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Söderström, M., & Uusitalo, R. (2010). School choice and segregation: Evidence from an admission reform. Scandinavian Journal of Economics, 112(1), 55–76. https://doi.org/10.1111/j.1467-9442.2009.01594.x
Stacy, C., Meixell, B., & Srini, T. (2019). Inequality Versus Inclusion in US Cities. Social Indicators Research, 145(1), 117–156. https://doi.org/10.1007/s11205-019-02090-3
Stasz, C., & Von Stolk, C. (2007). The use of lottery systems in school admissions. RAND Working Paper WR-460-SUT, 1–18.
Statistics of the Regional Government of Andalusia (2012). Alumnado escolarizado en el sistema educativo andaluz. Junta de Andalucía: Conserjería de Educación y Deporte. https://www.juntadeandalucia.es/organismos/educacionydeporte/servicios/estadistica-cartografia.html
Theil, H., & Finizza, A. J. (1992). A Note on the Measurement of Racial Integration of Schools by Means of Informational Concepts. In B. Raj & J. Koerts (Eds.), Henri Theil’s Contributions to Economics and Econometrics Advanced Studies in Theoretical and Applied Econometrics. Springer.
UNESCO (2018). Handbook on measuring equity in education. Montreal: UNESCO Institute for Statistics.
Vardardottir, A. (2013). Peer effects and academic achievement: A regression discontinuity approach. Economics of Education Review, 36, 108–121. https://doi.org/10.1016/j.econedurev.2013.06.011
Wodtke, G. T., Harding, D. J., & Elwert, F. (2011). Neighborhood effects in temporal perspective: the impact of long-term exposure to concentrated disadvantage on high school graduation. American Sociological Review, 76(5), 713–736. https://doi.org/10.1177/0003122411420816
Acknowledgements
The authors acknowledge the training received from the University of Malaga PhD Program in Economics and Business [Programa de Doctorado en Economía y Empresa de la Universidad de Malaga]. This work has been partly supported by FEDER funding (under Research Project UMA18FEDERJA024); Fundación Pública Andaluza Centro de Estudios Andaluces (under Research Project PRY085/19); the Andalusian Regional Government (SEJ-645) and Ministerio de Educación, Cultura y Deporte (scholarship FPU17/00432).
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Prieto-Latorre, C., Marcenaro-Gutierrez, O.D. & Lopez-Agudo, L.A. The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics. Soc Indic Res 158, 1013–1044 (2021). https://doi.org/10.1007/s11205-021-02728-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11205-021-02728-1
Keywords
- School segregation
- Socioeconomic and cultural level
- Catchment areas
- Mutual information index
- Public schools
- Semiprivate schools