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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Historia Económica / Journal of Iberian & Latin American Economic History is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The aim of the paper is to analyse the structural, institutional and discursive articulation of this transition point from the perspective of the sociology of the education policy. Specifically, the paper explores three dimensions of analysis: the structure of the education system, the planning of the supply, and the guidance models. The analysis is based on 28 in-depth interviews with policy makers and stakeholders in the field of upper secondary education in Barcelona. The results point out to the relevance of the political-institutional articulation, contradictions, tensions and omissions of different education systems in setting unequal opportunities of educational transition.

La división de los sistemas educativos en itinerarios diferenciados —académico y profesional— es uno de los elementos centrales para explicar las pautas de estratificación y desigualdad social en el ámbito internacional. Entre los múltiples factores que dan cuenta de la relación entre itinerarios educativos y desigualdad social, la literatura especializada ha señalado el rol que desempeñan las expectativas docentes como factor crucial para entender la asignación de diferentes estudiantes a distintos itinerarios. En el contexto español, es todavía escasa la literatura que aborda el rol de las creencias docentes para entender las pautas de desigualdad social asociadas con las transiciones educativas de los y las jóvenes. En este contexto, el objetivo del artículo es analizar la imagen que el profesorado tiene construida del alumnado de Bachillerato y de Formación Profesional (FP) e investigar las características atribuidas a los y las estudiantes de ambos itinerarios formativos en términos de capacidades, hábitos y carácter. Partiendo de una perspectiva constructivista, el análisis se basa en 37 entrevistas en profundidad con tutores/as de ESO y Bachillerato y Formación Profesional de 8 centros educativos de la ciudad de Barcelona. Los resultados muestran una concepción ampliamente dicotómica del alumnado de Bachillerato y de FP. Estas concepciones tienen un papel clave en la legitimación discursiva de un sistema de educación posobligatoria altamente segmentado y desigual.

El presente artículo analiza primero las expectativas que tienen las personas jóvenes en su último año de educación obligatoria respecto al camino a elegir después de su educación obligatoria, singularmente entre la opción académica y la opción profesional. En segundo lugar, estudia las motivaciones de las personas jóvenes que han escogido la opción de la Formación Profesional. Se parte del marco teórico de los efectos secundarios de Boudon y del marco de la identificación con la institución escolar. Se utilizan técnicas bivariadas y multivariadas para valorar los datos de un estudio longitudinal que empezó en el curso 2013-2014 con una muestra de 2.056 jóvenes. Los principales resultados son que el nivel de estudios de la familia y sobre todo las notas influyen en la expectativa de ir al Bachillerato o a la Formación Profesional. La mayoría de jóvenes que escogen la Formación Profesional tienen elevadas motivaciones expresivas e instrumentales, y en general muestran también un elevado grado de autonomía en sus opciones profesionales.

Copyright of Psocial is the property of Revista de Investigacion en Psicologia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este artículo se analiza la desigualdad de oportunidades educativas (DOE) en las probabilidades de finalizar la educación secundaria y progresar a la educación terciaria en las cohortes de nacimiento de 22 países, incluidos dos del sur de Europa (España y Portugal) y tres de América Latina (Argentina, Chile y México). Se evalúan dos de las tesis más influyentes en la investigación comparativa multinacional: la hipótesis de selección de Mare y la hipótesis de desigualdad mantenida al máximo de Raftery y Hout. Los resultados muestran que estas hipótesis encuentran poco sustento en los datos, particularmente cuando se utilizan medidas de DOE basadas en riesgos relativos en lugar de odds ratio. Los países del sur de Europa y América Latina presentan altos niveles de desigualdad, particularmente en la finalización de la educación secundaria, y los países de industrialización temprana experimentan un desplazamiento de la desigualdad de la educación secundaria a la educación terciaria. A su vez, la DOE se reduce sustancialmente en fases tempranas del proceso de expansión educativa. Esto sugiere que es necesario revisar algunas de las hipótesis centrales de los estudios de estratificación educativa, a la luz de las experiencias de países con procesos de industrialización más tardíos y heterogéneos.

This paper estimates public and private (household) spending per student on education in early childhood, primary and secondary education in Spain, in public educational institutions and in publicly-funded private educational institutions. We use 2007 data from the Household Spending on Education Survey and the Statistics on Public Spending on Education. Public expenditure on education per student in publicly-funded private educational institutions was 49.9% that spent on public educational institutions. The cost assumed by families in public institutions was 38.7% that spent on publicly-funded private educational institutions. The total expenditure per student on publicly-funded private educational institutions was 66.9% that spent on public educational institutions. Enrollment in publicly-funded private educational institutions implies a reduction of public expenditure on education and the transfer of part of those educational expenses to families. [ABSTRACT FROM AUTHOR]

This paper explores the impact of school performance (primary effects) and the structure of costs and benefits that individuals of different social class face (secondary effects) on the transition from compulsory to non-compulsory education in Spain. We find that both predictors of educational paths seem to operate through an interactive effect, which contributes to reproducing educational inequalities. This interaction suggests that school performance is not interpreted in the same way by individuals from different social classes. In concrete, the resources and social capital of upper class families provide compensation effects leading to a greater probability of students from upper classes with poor grades reaching post-compulsory secondary education and higher education in comparison to lower class students with the equivalent grades. Therefore, inequality by social class of origin is greatest among students with the lowest grades. [ABSTRACT FROM AUTHOR]

Taking as an empirical basis some of the data from a questionnaire applied to a sample of approximately eight hundred parents from three public secondary schools, this paper discusses how various categories of parents organise «hierarchies of excellence» through the «arguments for choice» that they prioritise when choosing their children's school for entrance into secondary education (year 10 of schooling, equivalent to the year 4 of compulsory secondary education in Spain - ESO). The analysis of the data highlights that, in all segments of parents, a group can be found that attaches great importance to academic indicators; in addition, an unequal concentration of these groups was verified in the three establishments studied, which reflects a predominance of different types of public in each school. Thus, even though the importance attributed to the «arguments for choice» varies according to the educational level of the parents, in the cases studied the «hierarchies of excellence» are distinguished, above all, by the school variable. [ABSTRACT FROM AUTHOR]

In Chile, from the year 2013, “Class Rank” was introduced as a new factor of university selection in the Chilean admission system, which aim is to improve equity in access to higher university education. This policy has provoked diverse objections and the evaluation carried out has shown almost no impact in altering the inequity of access in general. However, this called diversity of Chilean higher education, is expected to have significant effect in the most selective programs, which have a more socially elitized group of students. This paper analyzes the results of the “Class Rank” mechanism in relation to its objectives, in a set of the highest selective majors. Based on the record of selected applicants from the years 2012 to 2014, an indicator of socioeconomic classification of each student was constructed. The aim of this indicator is to follow the changes in the social composition of the selected students in the most selective programs, before and after the introduction of the “Class Rank” in the admission process. It is concluded that there are no changes in the socioeconomic dimension, from the incorporation of “Class Rank” in the admissions process. At the same time a more open debate is proposed about the relation among the inclusion policies and selection methodologies at higher university level.

This paper studies educational inequality in Mexico, examining educational differences between the country’s states. To carry out this analysis, an adaptation of the statistical measure known as the Gini coefficient was used. The results show marked differences between Mexican states with regard to education. There are large inequality gaps between the states in Mexico that have persisted over time despite the fact that the data indicate that education has become more equal in all of the country’s states.