School Choice across Different Regions of Spain

Vega-Bayo, Ainhoa; Mariel, Petr

doi:10.7866/hpe-rpe.18.4.1

Cited by 5 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, the more frequently students use ICT at school, the higher the proportion of those attending non-public schools is in the Spanish case. This is despite the fact that performance of Spanish students is typically better in private schools than in public ones (Vega-Bayo & Mariel, 2018), as also found later in the empirical results section (Table 3). In Estonia and Spain, there is a positive correlation between ICT usage and the socio-economic profile of students.…”

Section: Methodsmentioning

confidence: 53%

The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries

Gorjón¹,

Osés²

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

The increasing presence of technologies at school has triggered a vivid debate on the way ICT influences students’ learning process. Using PISA 2018 data for 15-year-old students and hierarchical linear models, we find an inverted U-shaped relationship between ICT use at school and students’ performance in mathematics in 22 OECD countries. In all cases, the excessive use of technology is associated with a lower academic performance, although this penalty differs across countries, which points to the importance of addressing country-specific analyses. The differentiated profile of those very intensive users, who suffer from above-average bullying exposure, draws into question whether the effect can be deemed as causal. Based on Inverse Probability Weighting techniques, the findings indicate that the very intensive use of ICT at school causes an underperformance of students equivalent to around half an academic course in Estonia, Finland and Spain. The results highlight the need for policy makers and instructors to ensure that the frequent use of ICT at school does not interfere with students’ learning process.

show abstract

Section: Methodsmentioning

confidence: 53%

The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries

Gorjón¹,

Osés²

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…School choice in private subsidized education tends to be regulated through controlled school choice systems or common admissions and prioritization criteria. In Spain and England, catchment areas are equivalent for private subsidized and public schools, and admissions are regulated by the same procedures and prioritization criteria (Roberts and Danechi, 2019;Vega-Bayo and Mariel, 2018;Walford, 2003). In Belgium (Flemish and French-speaking communities), the assignment of school places is managed in a centralized way and relies on the common criteria of students' prioritization in the case of overdemand (Cantillon, 2011;Lambrechts and Geurts, 2008).…”

Section: Equivalencementioning

confidence: 99%

The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications

Zancajo

Verger²,

Fontdevila

2021

European Educational Research Journal

View full text Add to dashboard Cite

The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments’ perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.

show abstract

“…Thus, the relationship between weekly instruction time and academic achievement may not be as obvious as it seems, probably because it may be affected by the characteristics of the country or region under study and the great difficulty to isolate the effect of instruction time from other characteristics which may be conditioning students' academic achievement as, e.g. the quality of the curriculum, skills obtained in early childhood education (Mancebón et al, 2018), teacher quality and knowledge of the subject, the funding and socio-economic composition of the school (Di Paolo and Choi, 2014;Vega-Bayo and Mariel, 2018) or school climate. Furthermore, instruction time may present non-linear effects on academic achievement due to decreasing attention of students during lessons (Bunce et al, 2010).…”

mentioning

confidence: 99%

The Effect of Weekly Instruction Time on Academic Achievement: The Spanish Case

López-Agudo¹,

Gutiérrez²

2019

HPE-RPE

View full text Add to dashboard Cite

This research checks if the amount of weekly instruction time received by 15 year-old Spanish students actually affects their academic achievement and if this effect differs by Autonomous Community. The employed student fixed effects between-subjects let us isolate this effect of instruction time from other covariates. Results show that there is not any significant effect of instruction time on academic achievement, being this conclusion extended to the Autonomous Communities under analysis. This result suggests that a previous evaluation of the weekly instruction time set by the Spanish 2013 education law would have been needed before its implementation.

show abstract

School Choice across Different Regions of Spain

Cited by 5 publications

References 26 publications

The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries

The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries

The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications

The Effect of Weekly Instruction Time on Academic Achievement: The Spanish Case

Contact Info

Product

Resources

About