Abstract
There is evidence of the impact of school segregation on students’ academic achievement, but it is debated whether the extent of this impact is dependent on students’ socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students’ academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students’ academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students’ national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students.
Highlights
School segregation reproduces and accentuates conditions of social injustice, as its negative consequences have greater impact on groups whose academic development faces adverse conditions
Significant is the contribution of school segregation based on origin, but the variance explained is substantially smaller at 4.9%
This research helps to explain the impact of school segregation on the basis of socioeconomic status and national origin on the academic achievement of native and non-native students in Spain
Summary
School segregation reproduces and accentuates conditions of social injustice, as its negative consequences have greater impact on groups whose academic development faces adverse conditions (poverty, social deprivation, exclusion, etc.). Recognising the problem of segregation and taking the right measures to address it requires an understanding of how it affects the academic achievement of various student groups and which groups are more vulnerable to each type of segregation. This research endeavours to contribute toward gaining this. How to cite this article (APA): Murillo, F. Differential Impact of School Segregation in the Performance of Native and Non-Native Students in Spain. Journal of New Approaches in Educational Research, 10(1), 85-100.
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