2019
DOI: 10.3390/educsci9040270
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Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

Abstract: A central goal of the Portuguese compensatory education program—Territórios Educativos de Intervenção Prioritária (TEIP)—is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps—as measured by grades in national exams—relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEI… Show more

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Cited by 2 publications
(2 citation statements)
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“…Two trends can be observed in compensatory education programs recently implemented in different countries: The first one includes the standard and central practices we criticize that aim to improve academic performance (in Portugal Ferraz et al, 2019). The other includes efforts that offer equality of opportunity over the contextbased compensatory role of education rather than the dissemination of education or efforts to increase academic achievement (in Texas Stevens, 2016;in France Davezies & Garrouste, 2020;in Canada Squires, 2020).…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Two trends can be observed in compensatory education programs recently implemented in different countries: The first one includes the standard and central practices we criticize that aim to improve academic performance (in Portugal Ferraz et al, 2019). The other includes efforts that offer equality of opportunity over the contextbased compensatory role of education rather than the dissemination of education or efforts to increase academic achievement (in Texas Stevens, 2016;in France Davezies & Garrouste, 2020;in Canada Squires, 2020).…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…It Is highlighted that the fragile of families in actively participating in the academic success of young people are seen as a relevant explanatory factor for the development (success or failure) of the academic pathway [31]. And it is also dominant in the idea that academic success is essential for social integration and for obtaining economic income [42].…”
Section: How Is the Socio-educational Inclusive Practice Of Study Sup...mentioning
confidence: 99%