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Instituto Valenciano de Investigaciones Económicas

Publications

Género y territorio en el círculo vicioso del fracaso escolar
Fernández, J., C. Herrero and Á. Soler
Source: Revista de Educación
Abstract

In this article we analyse the regional and gender situation of compulsory education in Spain, following the Sustainable Development Goals (SDGs), considering two important aspects: on the one hand, detecting basic deficiencies, coining the term educational poverty; on the other hand, measuring recent evolution, introducing the idea of progress. METHOD. As variables, we take school enrolment at two years of age, eligibility rates at 12 and 15 years of age, school failure, and early school leaving, in 2008 and 2018, as well as the percentages of low performance in PISA 2018 in Mathematics and Science. Given targets for each variable, related to the 2020 Strategy, as well as scarcity thresholds, we define both progress and poverty indexes, using data from the Ministry of Education and Vocational Training 2020 and the PISA 2018 report. RESULTS: Females perform better than males in all variables except PISA Mathematics. The Canary Islands, Murcia, the Valencian Community, and Extremadura show extreme educational poverty in 2018. The regions of the Cantabrian coast and Catalonia do not show poverty. The regions worst placed in poverty have made the least progress over the period, although all regions have made progress. DISCUSSION AND CONCLUSIONS: The concepts of poverty and educational progress provide a nuanced view of the situation and problems of compulsory education. Differences between Spanish regions are maintained over the period, with a very weak Beta convergence. The gender differences detected may respond to deeply rooted socio-economic roles. Early education appears as an important element to improve later outcomes. Productive specialisation and economic status influence early drop-out. Reducing poverty figures requires measures involving the holistic development of the learner.

Recommended citation

Fernández, J., C. Herrero and Á. Soler (2022). «Género y territorio en el círculo vicioso del fracaso escolar». Revista de Educación n.º 398 (September-December): 219-247.