Lesson 6-Equity in education

Lesson 6.
Equity in education
Welfare Economics
Economics of Education
Master in Economics
2015
Jorge Calero
J. Oriol Escardíbul
Index
1. Education and equity.
2. Dimensions of equity in education.
3. Measuring inequalities in education. A compact
measure: the ESCS gradient (PISA).
4. Example: multilevel analysis applied to PISA
5. Recommendations education policy
1. Education and equity (I)
• (Supposed) ability of education to generate
simultaneously improvements in the areas of
productivity and equity. Equity: in the form of equality
of opportunities and intergenerational mobility.
• Combination of potential benefits: it leads to some
naïve view, like Tony Blair’s in General Election 1997:
“education, education and education” (three priorities
for public policy).
1. Education and equity (II)
• Great capacity of the educational system as a mechanism for the
reproduction of social structure (and inequalities).
This is its main traditional function. The use of education to modify
social structure is a recent trait of public policies.
Need for well oriented and durable interventions.
• Education still is a very powerful mechanism for keeping the social
position (and incomes) of large strata of society (middle classes).
Strategies of specific social groups to access (public) educational
resources. The case of publicly financed private schools in Spain
(escuelas concertadas).
• The real effect of the educational system on the equity domain is
limited by how the labour market reproduce inequalities. Ex: wage
structures which reproduce gender inequalities despite the egalitarian
effects of the educational system.
2. Dimensions of equity in education
Principles of equity (political decision):
1.
No interest in equity: ‘natural’ or ‘libertarian’ position (avoid
interventions that limit individual liberties). Neoliberal approach.
Equality rights against liberty rights.
2.
Equality of access or opportunity. Meritocratic school: selection
of students based on ability (merit). Minimal standards +
election.
3.
Equality of treatment. Comprehensive school. Problem: treating
equally to the different ones provoke different results.
4.
Equality of achievement or academic success. Definition of a set
of key competences, guaranteed for all. External evaluation as
central policy mechanism. Equal treatment for equal need.
5.
Equality of social fulfillment. Results in the labour market
3. Measuring inequalities in education (I)
Aggregated index: ESCS index in PISA (index of economic,
social and cultural status).
Regression lines: reading scores by ESCS.
3. Measuring inequalities in education (II)
3. Measuring inequalities in education (III)
School ownership (PISA-2009)
3. Measuring inequalities in education (IV)
Italy
Netherlands
Japan
Finland
Hungary
Korea
Denmark
Germany
Switzerland
Portugal
Israel
Austria
Ireland
Sweden
Chile
Czech Republic
Spain
OECD average
Australia
Mexico
Canada
Greece
Poland
United Kingdom
United States
-70
-50
-30
-10
raw
10
30
controlling for pupil ESCS
50
70
controlling for pupil and school ESCS
4. Multilevel analysis
Variables
Determinants of student is in a low level of
competence in math factors
Coeficient (s.e.)
Odds-ratio
AGE
0,099
(0,117)
1,105
WOMEN
0,502*** (0,071)
1,653
EDINFA (ha cursado ed. infantil más de un 1 año)
-0,389*** (0,106)
0,678
EDADTIC (edad de inicio en las TIC)
0,077*** (0,014)
1,080
REPPRIM (repetido primaria)
2,117*** (0,086)
8,309
REPSEC (repetido secundaria)
1,682*** (0,094)
5,375
REPRIMSEC (repetido primaria y secundaria)
3,286*** (0,145)
26,727
ABSENT1 (faltó a clase 1-2 días)
0,360*** (0,080)
1,434
ABSENT2 (faltó más de dos días)
0,726*** (0,162)
2,066
INMIG1(inmigrante de primera generación)
0,480*** (0,119)
1,617
INMIG2(inmigrante de segunda generación)
0,316
(0,234)
1,371
IDIOMA (Idioma en casa igual al del test)
-0,113
(0,101)
0,893
MONOPARENTAL
-0,232** (0,115)
0,793
ESCS (índice socioeconómico y cultural)
-0,193*** (0,038)
0,824
SCHOOL VARIABLES
REGIONAL & LOCAL VARIABLES
Yes
Yes
5. Recommendations education policy (I)
Special attention to specific schools
Intervention centers with more repetition and dropout problems
(low performing schools UK). Performances "tailored" for every
school.
Best modest coverage programs (objectives, number of schools ...)
but intensive and with sufficient endowment (USA evidence).
More resources in staff (teachers, counselors ...), teacher training to
address diversity and higher pay (with links to objectives).
Recognition of successful practices in disadvantaged schools (schools
should be rewarded & stigma reduced).
Radical policy?: split schools, merge centers, close schools...
Countries with improved PISA results (2000-2012) = improvements
in students <Level 2.
5. Recommendations education policy (II)
Special attention to specific schools & families
Public expenditure
Cash transfers/
vouchers
Progresa (México), Bolsa Escola (Brasil), Familias en Acción &
Programa de Ampliación de Cobertura de Educación
Secundaria –PACES- (Colombia)
Yes
Girls’ scholarship programme (Kenya)
Yes
Financial incentives offered by a number of Schools in Chicag,
Dallas & New York
Yes
Helping Outstanding Pupils Educationally –HOPE- (Georgia,
USA)
Dynarski (2003), Dynarski & Scott-Clayton (2013), Mealli &
Rampichini (2012), Mediavilla (2013)
Scholarships
Yes
Yes