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The evolution of educational inequalities in Spain: dynamic evidence from repeated cross-sections

Author

Listed:
  • Álvaro Choi

    (Universitat de Barcelona& Barcelona Institute of Economics (IEB))

  • María Gil

    (Universidad Autónoma de Madrid)

  • Mauro Mediavilla

    (Universitat de València & Barcelona Institute of Economics (IEB))

  • Javier Valbuena

    (Universitat de Girona)

Abstract

A lack of longitudinal data prevents many countries from estimating dynamic models and, thus, from obtaining valuable evidence for policymaking in the field of education. This is the case of Spain, where recent education reforms have targeted secondary schools, but their design has been based on incomplete information regarding the evolution of student performance and far from robust evidence concerning just when educational inequalities are generated. This paper addresses the absence of longitudinal data required for performing such analyses by using a dynamic model with repeated cross-sectional data. We are able to link the reading competencies of students from the same cohort that participated in two international assessments at different ages (9/10 and 15/16) and so identify when educational gaps – in terms of gender, socio-economic status and place of birth – emerge. In addition, we provide new evidence on the effect on achievement of the main policy used in Spain for levelling the performance of secondary school students, namely, grade retention. Our results suggest that educational inequalities in Spain originate in lower educational levels. After controlling for reverse causality, the negative relationship between grade retention and performance at the lower secondary school level persists.

Suggested Citation

  • Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2016. "The evolution of educational inequalities in Spain: dynamic evidence from repeated cross-sections," Working Papers 2016/25, Institut d'Economia de Barcelona (IEB).
    • Handle: RePEc:ieb:wpaper:doc2016-25
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    References listed on IDEAS

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    Cited by:

    1. Contini, Dalit & Tommaso, Maria Laura Di & Mendolia, Silvia, 2017. "The gender gap in mathematics achievement: Evidence from Italian data," Economics of Education Review, Elsevier, vol. 58(C), pages 32-42.
    2. Javier Valbuena & Mauro Mediavilla & Álvaro Choi & María Gil, 2021. "Effects Of Grade Retention Policies: A Literature Review Of Empirical Studies Applying Causal Inference," Journal of Economic Surveys, Wiley Blackwell, vol. 35(2), pages 408-451, April.
    3. Gerard Ferrer-Esteban & Mauro Mediavilla, 2017. "The more educated, the more engaged? An analysis of social capital and education," Working Papers 2017/13, Institut d'Economia de Barcelona (IEB).

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    More about this item

    Keywords

    Academic achievement; pseudo-panel; PIRLS; PISA;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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