Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models
| Autor: | Juan-Jesús Torres-Gordillo, García Jiménez Jesús, Javier Rodríguez Santero, Inés Lucas Oliva |
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| Přispěvatelé: | Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación, Universidad de Sevilla. Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Educational quality
Renewable Energy Sustainability and the Environment Student evaluation educational evaluation educational quality educational accountability student evaluation academic achievement educational efficiency educational output equal opportunity social mobility democratization of education Democratization of education Geography Planning and Development Educational efficiency Building and Construction Educational evaluation Management Monitoring Policy and Law Academic achievement Educational accountability Social mobility Educational output Equal opportunity |
| Zdroj: | Sustainability; Volume 14; Issue 19; Pages: 12404 |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su141912404 |
| Popis: | Education plays a crucial role in the development and consolidation of equality in society, which is reflected in the SDGs of the UN 2030 Agenda. Knowing the educational performance of schools is necessary to diagnose needs, evaluate proposals and undertake improvements in education policies. This study pursued a twofold objective: (1) to assess the equity and parity of Andalusian schools in relation to the competencies of mathematical reasoning and linguistic communication and (2) to study the relationship among educational performance, equity and parity in these competences. Hierarchical linear model research was designed and implemented in a population of 79,806 schoolchildren and 2092 schools. The results confirmed differences in equity and parity among schools. A relation was found between higher effectiveness and higher parity. Nonpublic schools are not more efficient than public schools; rather, it is the average economic and sociocultural status of schools that controls for their effectiveness. In conclusion, the educational system does not guarantee the same opportunities for all children; thus, the equity and parity of educational systems should be key criteria for their evaluation, ensuring that quality education reaches everyone equally. Further implications are also discussed. |
| Databáze: | OpenAIRE |
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