The effects of classroom socioeconomic composition on student’s civic knowledge in Chile

Collado, Diego; Lomos, Catalina; Nicaise, Idès

doi:10.1080/09243453.2014.966725

Cited by 21 publications

(18 citation statements)

References 20 publications

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“…The kind of stratification created by grammar schools can widen the gap between privileged and not so privileged in terms of civic knowledge (Collado, Lomos, and Nicaise 2015), emotional and behavioural problems (Muller and Hofmann 2016), and even achievement in many studies (Condron 2013;Danhier and Martin 2014;Goldsmith 2011;Mendolia, Paloyo, and Wlaker 2016;Yeung and Phuong Nguyen-Hoang 2016). They can increase the direct impact of socio-economic status and low expectations (Parker et al 2016), and affect relationships between pupils and teachers in the remaining non-selective schools (Vieluf et al 2015), and between pupil peers, leading to poorer social skills (Gottfried 2015).…”

Section: Segregationmentioning

confidence: 99%

Grammar schools in England: a new analysis of social segregation and academic outcomes

Gorard

Siddiqui

2018

British Journal of Sociology of Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Grammar schools in England: a new analysis of social segregation and academic outcomesStephen Gorard and Nadia Siddiqui school of Education, durham university, durham, uK ABSTRACTThe UK government is planning to increase the number of pupils attending state-funded selective grammar schools, claiming that this will assist overall standards, reduce the poverty attainment gap and so aid social mobility. Using the full 2015 cohort of pupils in England, this article shows how the pupils attending grammar schools are stratified in terms of chronic poverty, ethnicity, language, special educational needs and even precise age within their year group. This kind of clustering of relative advantage is potentially dangerous for society. The article derives measures of chronic poverty and local socioeconomic status segregation between schools, and uses these to show that the results from grammar schools are no better than expected, once these differences are accounted for. There is no evidence base for a policy of increasing selection, and so there are implications for early selection policies worldwide. The UK government should consider phasing the existing selective schools out.

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Section: Segregationmentioning

confidence: 99%

Grammar schools in England: a new analysis of social segregation and academic outcomes

Gorard

Siddiqui

2018

British Journal of Sociology of Education

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“…Socio-economic segregation has important consequences on social cohesion, due to the erosion of young people's abilities to learn from other realities. Evidence has shown that the structural characteristics of the school, such as the average socio-economic status (SES) and the type of funding (public or private), are related to civic knowledge and civic attitudes of students (Castillo, Miranda, Bonhomme, Cox, & Bascopé, 2014a;Collado, Lomos, & Nicaise, 2014;Treviño, Béjares, Villalobos, & Naranjo, 2017).…”

Section: The Chilean School System and Civic Educationmentioning

confidence: 99%

Forms of Youth Political Participation and Educational System: The Role of the School for 8th Grade Students in Chile

Treviño

Villalobos

Béjares

et al. 2018

YOUNG

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This article analyses the role of school in different forms of expected political participation of 8th grade students in Chile. The massive students’ public demonstrations in Chile in the last ten years and the low rate of young voters’ turnout in elections have raised the question about young people’s preparation to participate as citizens in society. The results show that students’ civic and political background has the greatest influence in political participation, while the influence of school is mainly related to school governance and teacher practices. This discussion focused on the challenges that these results could mean for schools in Chile.

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“…The segregation of students is strongly linked to lowered patterns of high school graduation and college enrolment in the US, even after controlling for individual and other school factors (Palardy 2013). The mix of peers in school is linked to these longer-term outcomes but also to wider non-cognitive outcomes such as students' sense of justice , and to civic knowledge (Collado 2014), and subsequent civic engagement (Hoskins et al 2014). …”

Section: Damage Caused By Segregationmentioning

confidence: 99%

The complex determinants of school intake characteristics and segregation, England 1989 to 2014

Gorard

2015

Cambridge Journal of Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe extent of between-school segregation, or clustering of disadvantaged students within schools, in England varies depending upon the indicator of interest. For example, the level of and trend over time for segregation by student poverty differs from those for ethnicity or special educational need. Additionally the causes of the level of segregation for any indicator will be different from the causes of changes in that level over time. This new paper uses data for all state-funded schools in England from 1989 to 2014 to identify the possible determinants of segregation. The results are summarised for England and its economic regions, and presented in more detail for local authority areas. The long-term underlying level of segregation of each indicator appears to be the outcome of structural and local geographic factors. However, the annual changes in segregation for most indicators can be explained most simply by changes in the prevalence of each indicator. For example, the UK policy of inclusion has considerably increased the number of students with statements of special needs in mainstream schools, and this has resulted, intentionally, in less segregation in terms of this indicator. Segregation by poverty varies at least partly with the economic cycle. Some of the explanatory factors, such as the global economy or the prevalence of specific ethnic minority groups, are not directly under policy-makers' control. This means that it is the more malleable factors leading to the underlying levels of poverty segregation that should be addressed by any state wanting a fair and mixed national school system. In England, these controllable factors include the use of proximity to decide contested places at schools, and school diversity as represented by the growth of Academies and Free Schools, and the continued existence of faith-based and selective schools.

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The effects of classroom socioeconomic composition on student’s civic knowledge in Chile

Cited by 21 publications

References 20 publications

Grammar schools in England: a new analysis of social segregation and academic outcomes

Grammar schools in England: a new analysis of social segregation and academic outcomes

Forms of Youth Political Participation and Educational System: The Role of the School for 8th Grade Students in Chile

The complex determinants of school intake characteristics and segregation, England 1989 to 2014

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