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dc.contributor.authorPrieto-Latorre, Claudia 
dc.contributor.authorMarcenaro-Gutiérrez, Óscar David 
dc.contributor.authorVignoles, Anna
dc.date.accessioned2019-07-11T06:22:06Z
dc.date.available2019-07-11T06:22:06Z
dc.date.created2019
dc.date.issued2019-07-11
dc.identifier.urihttps://hdl.handle.net/10630/18011
dc.description.abstractSchool segregation may be questioning the equity of the Spanish educational system. In this research, we analyse the school segregation by socioeconomic status using the Hutchens Index. Specifically, we decompose the effect of attending public vs semiprivate schools in terms of segregation. The analyses is based on data collecting information from the population of Andalusian students attending 5th grade. We found significant differences in the level of segregation between both schools types. Particularly, the results show that students from high socioeconomic and cultural status are more segregated in public schools, while students from a low socioeconomic and cultural status are more segregated in semiprivate schools. These differences provide evidence of the inequity of the education policy, which should rethink funding mechanisms as a means to fight against inequality.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Techen_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSegregación en educaciónen_US
dc.subjectEscuelas públicasen_US
dc.subject.otherSocioeconomic levelen_US
dc.subject.otherSemiprivate schoolsen_US
dc.subject.otherHutchens Indexen_US
dc.titleSocioeconomic segregation of studentsen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias Económicas y Empresarialesen_US
dc.relation.eventtitleXXVIII Congreso de la Asociación de Economía de la Educaciónen_US
dc.relation.eventplaceLas Palmas de Gran Canariaen_US
dc.relation.eventdate28 de Julio de 2019en_US


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