Inequality of educational opportunities: School failure trends in Spain (1977–2012)

Las contradicciones de la compensación apropiaciones del programa de educación compensatoria en ESO

“…Specifically, they do not allow for connecting the students' passage through the different measures of educational support available in compulsory education with their social origin or their results and subsequent trajectories 2 . Therefore, quantitative works on social origin and inequality of educational opportunities take into account certain elements of the formal structure of the school system (Fernández Mellizo-Soto, 2014;Fernández-Mellizo and Martínez-García, 2017), but do not provide information on the incidence of programs directed at students with difficulties that operate within compulsory education.…”

“…Over recent decades, the multiplication of compensatory programs due to educational decentralization barely had any impact on graduation rates in compulsory and post-compulsory secondary education, given other factors such as education level of the population, public spending on education or the level of youth unemployment (Rambla and Bonal, 2007). Despite this, the compensatory education measures based on school groupings and curricular adaptations are considered by the public schools, within their limited room for maneuver regarding its intake, to be one of the main forms of managing "diversity" and fighting against school failure and dropout, which especially affects the working class (Fernández Enguita et al, 2010;Bernardi and Cebolla, 2014;Fernández-Mellizo and Martínez-García, 2017). In the specific case of the compensatory education program, it has been suggested that, despite detecting students with difficulties, the program fails to significantly improve their performance and retain them in the system (Fernández Enguita et al, 2010: 120-122 4 ).…”

An endogenous analysis of early school leaving in Spain: The role of gender and regional inequalities

“…Early school leaving is a social problem with multiple causes and dynamics. It reflects and intersects social class, status, ethnicity, poverty and social exclusion, education systems, and many other social forces (Carrasco et al., 2018; Fernández‐Mellizo & Martínez‐García, 2017; Tarabini et al., 2015), all of which should be considered when studying this phenomenon from a wider perspective.…”

Los jóvenes “Ni-Ni”: Un estigma que invisibiliza los problemas sociales de la juventud

“…Tras décadas de implantación de este sistema podemos asegurar que el diseño estaba equivocado, pues no parece ser tanto el resultado de una lógica funcional, del capitalismo, sino de las estrategias racionales de reproducción de las familias, que difieren según su posición social y el análisis de coste y beneficios asociados a la decisión de estudiar, como señaló con más tino Boudon (1983) (Martínez García 2017). El resultado de confundir las estrategias racionales de las familias con la lógica capitalista de la escuela fue el aumento del fracaso escolar y de la desigualdad de oportunidades (Fernández-Mellizo & Martínez García, 2016), principalmente debido a que la exigencia de titular en la Educación Secundaria Obligatoria (ESO) supuso un esfuerzo extra a los hijos de las clases populares, que no pudieron acceder a la Formación Profesional, a diferencia de la legislación previa, que no exigía requisitos académicos (Martínez García & Merino, 2011).…”