Uni e si y o he Basque Coun y UPV/EHU
Mas e in Economics: Empi ical Applica ions and Policies
2019/2020
Mas e Thesis
Measu ing School Income Seg ega ion
in Spain
Au ho :
LANDER SAN VICENTE LARRONDO
Supe iso :
CASILDA LASSO DE LA VEGA
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
2
Index
Abs ac .............................................................................................................. 3
1. In oduc ion ..................................................................................................... 4
2. Va iance Sepa a ion Index and Income Seg ega ion Axioms......................... 8
3. Da abase ...................................................................................................... 12
4. Resul s ......................................................................................................... 15
5. Conclusions .................................................................................................. 28
Re e ences ....................................................................................................... 29
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
3
Abs ac
In his wo k, ou goal is o answe i Spanish s uden s a e di e en ly loca ed
among schools depending on hei s anda d o li ing. In o he wo ds, we analyse
he seg ega ion by income in schools in Spain.
To do so, we use da a om P og amme o In e na ional S uden Assessmen
(PISA) da abases. We conside all au onomous communi ies and ypes o school
o Spain o yea 2018. Al hough PISA does no collec da a abou he income
le el o s uden s, i c ea es an index which measu es he socioeconomic s a us
o pupils. We use ha index as a p oxy o he income le el o he analysis.
This index is s anda dized by PISA, he e o e we use he Va iance Sepa a ion
Index (VSI) o measu e he seg ega ion, ha is an in a ian and absolu e index.
The esul s show ha he e is low income seg ega ion le el among he schools
o Spain o 2018. We ind he la ges seg ega ion le el by income in schools in
Mad id and he lowes in Can ab ia. We also analyse he con ibu ion o he ype
o school -public school, p i a e-go e nmen school and p i a e-go e nmen
school- and we ind ha he school ype may signi ica e a big pa o he school
income seg ega ion o some egions. Finally, we examine he seg ega ion due
o he language ype o school in he Basque Coun y and we ind ha i
ep esen s a ound 28% o he o al seg ega ion.
Keywo ds: Seg ega ion; PISA da abase; ESCS; Va iance Sepa a ion Index.
Acknowledgemen : We wan o hank Agu zane Lekuona o he help and
suppo . Also, we conside con enien o hank he p o esso Pe Ma iel o he
sugges ion abou measu ing he income seg ega ion by he language model o
schools.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
4
1. In oduc ion
The Camb idge Dic iona y de ines seg ega ion as “ he ac o keeping one
pe son o hing sepa a e om ano he pe son o hing”. The goal o his wo k is
o analyse he seg ega ion by income in Spanish schools. This opic is a ecu ing
in pape s (Rubia, 2013) and p ess (He nández, 2019 o La Vangua dia) in Spain
and he eason is ob ious; i causes conce n in he popula ion o he nega i e
e ec s i may cause, as he achie emen gaps i may cause be ween ad an aged
and disad an aged s uden s, Owens (2018). Howe e , his dis up ion has exis ed
in he whole wo ld o decades, see Douglas and Den on (1988) o ins ance.
Be o e del ing in o he analysis, he e a e wo no ions we ha e o unde s and
abou seg ega ion. The i s one is ha he e a e di e en ypes o seg ega ion,
acco ding o he c i e ion used o classi y he g oups, Reskin (1993). Fo ins ance,
e hnic seg ega ion means ha demog aphic g oups a e classi ied acco ding o
e hnici y. Likewise, when g oups a e classi ied by gende , i e e s o gende
seg ega ion. These examples ha e some hing in common, and i is ha he e is
no na u al o de o g oups. In o he cases, indi iduals could be classi ied
acco ding o an o de ed c i e ion, such as he educa ional le el o he pa en s,
depending i hey ha e comple ed he p ima y, seconda y o highe educa ion. In
hese cases, i would no be co ec o ea g oups symme ically.
In he same ein, we could also dis inguish seg ega ion by income. E en i his
is a e y impo an opic, he e is wide disag eemen abou how o measu e he
income seg ega ion, because he a iable used o classi y people is no disc e e
as he ones a o emen ioned abo e. The e had been p oposed many indices,
some o hem a e based on e hnic seg ega ion indices, like Jahn, Schmid, &
Sch ag (1947) wi h he Dissimila i y Index. Bu some o he indices ea ed income
as a ca dinal a iable, like he Neighbou hood So ing Index o Ja gowsky (1996).
Ano he way o measu e income seg ega ion is o s ablish a h eshold o a
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
5
po e y line o c ea e wo income s a us g oups, such as in Fong & Shibuya
(2000), o o di ide he g oups by income pe cen iles, Wa son (2009), bu due o
income is a dynamic a iable, i is ha d o con ol he dis ibu ion o he g oups.
And mo e impo an ly, he esul ing seg ega ion o de s do no sa is y con inui y,
which is a basic p ope y o any income seg ega ion o de .
In his wo k, we use he p ope ies p oposed by Lasso de la Vega & Volij
(2019), le e aging ha hey “adap he p ope ies o s anda d e hnic seg ega ion
measu es o he new con ex and in es iga e hei implica ions”, ins ead o
adap ing an exis ing e hnic seg ega ion o he con ex o income seg ega ion.
Th ough ha me hod, we can see how he p oposed p ope ies cha ac e ize an
absolu e index o income seg ega ion, which we in oduce a e wa ds.
The second no ion is he pe cep ion abou he income seg ega ion and i s
ela ion o income inequali y. As we wo k abou schools, le s explain his
app oach using schools as example:
Suppose wo dis ic s X and Y. Each o he dis ic s ha e wo schools A and B
as ollows.
In bo h dis ic s poo people a end school A and ich pupils a end school B,
so i could be hough ha in bo h si ua ions he seg ega ion by income is equal
and maximum, acco ding o he Scale In e p e abili y p oposed by Rea don
(2011). Ne e heless, he idea abou income seg ega ion we a e wo king a is
di e en . We no only measu e he scale in e p e abili y bu also he income
inequali y be ween s uden s. The e o e, o us in dis ic Y he income seg ega ion
is highe as he income di e ence in schools is much highe . We will consolida e
his idea wi h he axioms we will explain la e . Le ’s see ano he example abou
he di e ence o he pu e seg ega ion and he income seg ega ion we p opose
along his wo k:
Dis ic X
10€
100€
A
100
0
B
0
100
Dis ic Y
10€
1.000.000€
A
100
0
B
0
100
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
6
Once again, some people could conside ha he e is pu e and equal
seg ega ion in he schools o he wo dis ic s, as he ich and poo people a e
sepa a ed, Rea don (2011). Howe e , we conside ha seg ega ion in dis ic Y
is la ge , since he income is mo e dis ibu ed, in he same way as Den on &
Massey (1988). These wo examples show he main di e ence be ween he
seg ega ion by income and he e hnic seg ega ion, and de ail how ou index
wo ks.
Fo ou analysis, we use da a om PISA. PISA is a wo ldwide s udy by he
O ganisa ion o Economic Co-ope a ion and De elopmen (OECD), which
includes he e alua ion o educa ional sys ems by measu ing 15-yea -old school
pupils’ pe o mance on science, ma hema ics and eading o bo h membe and
non-membe na ions, Schleiche (2019). I was i s pe o med in 2000 and hen
epea ed e e y h ee yea s. Al hough he e is no da a abou he income le el o
pupils’ amilies, his p og amme c ea es he indica o o Economic, Social and
Cul u al S a us (ESCS) index
1
, ha p o ides a comp ehensi e measu e o
s uden socioeconomic backg ound acco ding o he OECD, Ru kowski &
Ru kowski (2013). In ha way, hey alloca e a alue o each s uden , ha we use
as a p oxy o he income le el. This alue is s anda dized, in o de o ge a mean
o 0 and s anda d de ia ion o 1 o he OECD coun ies, o ha eason we use
an absolu e and in a ian index
2
.
The goal o ou wo k is o analyse school income seg ega ion in Spain and i s
egions as measu ed by he VSI and using he ESCS index as a p oxy o income.
We u he examine o wha ex en he ype o school, Public, P i a e-go e nmen
and P i a e-independen schools is a sou ce o seg ega ion. In addi ion, we
analyse i in he Basque Coun y he a endance o s uden s o schools classi ied
acco ding o he language model con ibu es o he school seg ega ion.
1
Check Sec ion 3 o mo e de ails.
2
Check Sec ion 2 o mo e de ails.
Dis ic X
200€
300€
A
100
0
B
0
100
Dis ic Y
100€
200€
300€
400€
A
50
50
0
0
B
0
0
50
50
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
7
The wo k is o ganized as ollows. The nex Sec ion in oduces he index we
use o he analysis and he lis o axioms ul illed by he index. A e ha , in
Sec ion 3 we desc ibe he da a and i s cha ac e is ics. Sec ion 4 shows he esul s
and inally we highligh some conclusions abou he analysis.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
8
2. Va iance Sepa a ion Index and Income Seg ega ion Axioms
As we ha e explained in he p e ious sec ion, he ESCS alue is s anda dized
by PISA, o ha eason we use an absolu e and in a ian seg ega ion index. This
index is he Va iance Sepa a ion Index (VSI) cha ac e ized by Lasso de la Vega
& Volij, (2019). This index measu es income seg ega ion h ough he a iance
be ween schools.
A seg ega ion index S de ines a seg ega ion o de ≽ as ollows. Fo any wo
dis ic s X,Y, 𝑋 ≽ 𝑌 i and only i 𝑆(𝑋) ≥ 𝑆(𝑌).
Fo any dis ic X= {c1, …, ck} whe e {c1, …, ck} is he lis o schools in he
dis ic , he Va iance Seg ega ion Index is de ined as ollows
𝑉(𝑋)=1
𝑛𝑋∑𝑛𝑐(𝜇𝑐− 𝜇𝑋)2
𝑐∈𝑋 ,
whe e 𝑛𝑐 is he o al en olmen o school 𝑐𝑐 and 𝜇𝑐 is he mean income o he
school. In he same way, 𝑛𝑋 ep esen s he o al a endance o he dis ic X and
𝜇𝑋 i s mean income.
Now we p esen some p ope ies ha a e desi able o an income seg ega ion
index. We begin wi h h ee undamen al axioms ha ansmi he idea o wha a
dis ic means o be seg ega ed. Pa icula ly, hese axioms exp ess he idea ha
he e canno exis seg ega ion unless he e a e a leas wo schools wi h di e en
income dis ibu ions.
Fo any dis ic X, R(X) is he dis ic ob ained om ealloca ing s uden s so
ha he schools keep hei ini ial en olmen while sha ing he same ela i e
income dis ibu ion. In o he wo ds, R(X) dis ic does no ha e any seg ega ion
as all he schools ha e he same income dis ibu ion.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
9
The i s axiom Equal Alloca ion P ope y (EAP) demands ha i s uden s a e
ealloca ed wi h he pu pose o all schools o ha e he same income dis ibu ions,
he seg ega ion does no inc ease. Tha is, EAP equi es ha o any dis ic
𝑋, 𝑋 ≽ 𝑅(𝑋). I does no alk abou di e en alloca ions o s uden s ac oss income
g oups no abou di e en numbe o schools.
The second axiom ecognizes a class o dis ic s all o whose membe s display
he same le el o seg ega ion. The Equi alence o Single-School Dis ic s (SSD)
s ands ha i X and Y a e single-school dis ic s, hen X ∼ Y.
The nex axiom deals wi h simple dis ic s and egali a ian dis ic s. Simple
dis ic s a e hose wi h no income a ia ion wi hin schools. Tha is, all pupils ha
a end he same school belong o he same income g oup, while egali a ian
dis ic s a e known o ha e an egali a ian income dis ibu ion i all pupils ha e he
same income. Egali a ian dis ic s a e equally seg ega ed and less seg ega ed
han any o he simple dis ic , unless i is an egali a ian simple dis ic .
The Equi alence o Uni o m Dis ibu ion Dis ic s (UDD) assumes wo simple
dis ic s X and Y wi h he same income and numbe o pupils. Assume also ha
X has an egali a ian income dis ibu ion. Then Y ∼ X i and only i Y also has an
egali a ian income dis ibu ion.
In consequence o hese wo axioms, he egali a ian dis ic s and he single-
school dis ic s a e equally seg ega ed.
The nex wo axioms equi e in a iance o ce ain changes in uni s o
measu emen . The i s one exp esses ha changes in popula ion ha lea e he
ela i e a endances o he schools unchanged do no a ec seg ega ion.
Popula ion Homogenei y (PH) s a es ha o any dis ic X and scala λ>0, X∼ λX.
The λX dis ic is equally seg ega ed as X dis ic .
School
100€
200€
300€
400€
A
120λ
50λ
30λ
20λ
B
30λ
30λ
30λ
30λ
C
10λ
20λ
50λ
100λ
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
16
Remembe ha PISA s anda dizes he ESCS indica o so ha he mean o
he OECD coun ies akes a alue equal o 0 and a s anda d de ia ion equal o
1. So, om ha poin on, nega i e alues mean ha he egion o coun y is
socioeconomically unde he OECD mean le el. The ESCS alues a e be ween
-1 and 1. Hence, we can see ha Spain is socioeconomically unde he OECD
mean le el. 13 ou o 19 egions ha e nega i e alues (68.42%), bu Ceu a and
Melilla o example ha e a low weigh , ha is why Spain is s ill close o he ze o
mean. Spain also has a la ge s anda d de ia ion. Tha means ha he alues a e
no concen a ed nea he mean.
I we go o e he egions in a gene al iew, we can obse e ha all ha e la ge
s anda d de ia ions. Tha means ha all he egions ha e la ge di e ences
be ween he mos socioeconomic ad an aged s uden and he less ones.
The mos iconic egions, Mad id and Ca alonia, ha e 0.18 and 0.10 posi i e
alues espec i ely. Howe e , he e a e mo e egions wi h posi i e and la ge
alues, as G aph 1 shows.
G aph 1: ESCS mean by Regions in Spain in 2018.
Sou ce: Own elabo a ion wi h da a om PISA (2018).
-0,6
-0,5
-0,4
-0,3
-0,2
-0,1
0
0,1
0,2
0,3
ESCS mean by Regions in Spain
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
17
So many egions ha e he ESCS mean o e Spain mean, bu only 6 o hem
ha e posi i e mean, all in he no h hal o he coun y. This could be o many
easons, such as he di e ences in GDP, income and employmen in absolu e
and pe capi a e ms, Caballe o (2019). Likewise, he egions in he wo s
si ua ion a e in he Sou h, o e en a he like Cana y Islands o Ceu a and Melilla.
Now we check whe he hose ESCS di e ences ha e an e ec on school
seg ega ion. We use he Va iance Sepa a ion Index o measu e he school
seg ega ion. Table 2 below shows he esul s.
TABLE 2: Va iance Sepa a ion Index in Spain and i s egions in 2018.
Region
Va iance Sepa a ion
Index
ESCS indica o ; Va iance
ESCS ( o al inequali y)
Andalusia
0.2316 (21%)
1.0947
A agon
0.1757 (18%)
0.9757
As u ias
0.2541 (25%)
1.0369
Balea ic Islands
0.1888 (20%)
0.9673
Cana y Islands
0.2242 (22%)
1.0282
Can ab ia
0.1383 (17%)
0.8285
Cas ile and Leon
0.1629 (17%)
0.9820
Cas ile La Mancha
0.2207 (20%)
1.1289
Ca alonia
0.2383 (25%)
0.9393
Ex emadu a
0.1885 (18%)
1.0637
Galicia
0.1749 (18%)
0.9962
La Rioja
0.1607 (16%)
0.9990
Mad id
0.3267 (32%)
1.0268
Mu cia
0.2375 (20%)
1.1596
Na a e
0.2024 (20%)
1.0186
Basque Coun y
0.1627 (21%)
0.7823
Valencian Communi y
0.1984 (19%)
1.0394
Ceu a
0.2748 (22%)
1.2328
Melilla
0.4660 (30%)
1.5629
Spain
0.2706 (25%)
1.0627
Sou ce: Own elabo a ion wi h da a om PISA (2018).
The second column in Table 2 shows income seg ega ion disagg ega ed by
egions join ly wi h he pe cen age o o al inequali y cap u ed by he seg ega ion
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
18
in pa en hesis. As can be seen in he able, he mean o Spain is 0.27, which
does no show oo many school income seg ega ion. Mad id and Melilla ha e a
alue la ge han he mean, bu Melilla has a low weigh o be conside ed in an
analysis. Ca alonia has a 0.24 income seg ega ion alue, ha is qui e low o be
Ca alonia. We ind he lowes income seg ega ion in Can ab ia.
Acco ding o he pe cen ages, he 25% o he o al school inequali y is due o
income seg ega ion. In gene al, all he egions a e be ween 0.15 and 0.30 poin s
mo e o less, wha means he income seg ega ion o be low. We ind Mad id wi h
he la ges pe cen age (32%), ollowed by Ca alonia and As u ias, wi h he 25%
each.
The di e ence be ween he income seg ega ion and he o al inequali y
co esponds o he inequali y wi hin schools by egion. Wi h hese esul s, we can
conclude whe he he e is income inequali y wi hin schools. In his case, he
a iance is much highe han be ween schools. This means ha he main sou ce
o he a iance in he ESCS indica o is he wi hin-schools. We can hen conclude
ha s uden s a e no sepa a ed by schools by he socioeconomic s a us, bu hey
a e mixed among hem.
The a iance o Spain is almos h ee imes la ge in e ms o wi hin schools
han be ween hem. Only Mad id, Andalusia and Mu cia ha e la ge alues, bu
wo o hose ha e a high weigh in he coun y’s popula ion.
In he las column, we ind he ESCS indica o a iance by egion. Th ough
hese esul s, we conclude he inequali y by income in he egions. We use his
o conclude he seg ega ion by socioeconomic s a us in schools in gene al e ms
o he egion.
While he ESCS a iance is 1.0627, he e a e some egions whose a iance
is o e ha numbe . In i s places we ind he wo au onomous ci ies Ceu a and
Melilla, whose ESCS le el is -0.55 in bo h cases. Those ci ies besides ha ing he
wo s ESCS si ua ions hey also ha e he la ges a ia ion in he index. This
means ha he e a e some s uden s whose socioeconomical si ua ion is e en
wo se han he mean o he egion.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
19
We can ex apola e his idea o o he egions like he Basque Coun y, which
is he egion wi h he less ESCS a ia ion. In his case, he o al a ia ion is 0.782,
ha is composed by 0.16 a ia ion be ween schools and 0.62 wi hin schools. In
he case o his egion, he ESCS mean is 0.14, wi h he lowes s anda d
de ia ion. In gene al, in he egion he socioeconomic le el is be e han in o he
egions and he e is low seg ega ion le el by income be ween schools.
Once we ha e analysed he school seg ega ion by egions, we go deepe in
he analysis and check he seg ega ion by ype o schools. In Spain we
dis inguish h ee ype o schools: Public schools, P i a e-go e nmen schools
and P i a e-independen schools.
Ou goal is o obse e he dis ibu ion o conclude whe he his dis ibu ion
a ec s he seg ega ion by income, ha is, whe he he ype o school sepa a es
iche pupils om poo es ones. I would be unde s andable o hink ha he less
income he s uden has, i will s udy in a public school. Likewise, iche pupils a e
expec ed o go o p i a e independen schools. The ollowing able 3 shows he
s uden dis ibu ion in Spanish schools.
TABLE 3: S uden dis ibu ion in Spanish schools in 2018:
Region
Public school
P i a e
Go e nmen -
dependence
school
P i a e
independen
school
TOTAL
Andalusia
2,282,533
(82.13%)
496,697
(17.87%)
-
2,779,230
(100%)
A agon
250,946
(66.42%)
96,352
(25.50%)
30,493
(8.07%)
377,791
(100%)
As u ias
182,116
(72%)
69,329
(27.41%)
1,506
(0.60%)
252,951
(100%)
Balea ic
Islands
226361
(69.86%)
72,071
(22.24%)
25,603
(7.90%)
324,035
(100%)
Cana y Islands
502,752
(77.47%)
72,949
(11.24%)
73,272
(11.29%)
648,973
(100%)
Can ab ia
117,143
(74.72%)
36,187
(23.08%)
3,441
(2.19%)
156,771
(100%)
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
20
Cas ile and
Leon
434,023
(67.95%)
179,595
(28.12%)
25,096
(3.93%)
638,714
(100%)
Cas ile La
Mancha
536,000
(83.32%)
81,256
(12.63%)
26,046
(4.05%)
643,302
(100%)
Ca alonia
1,535,817
(65.24%)
680,533
(28.91%)
137,683
(5.85%)
2,354,033
(100%)
Ex emadu a
267,917
(81.53%)
60,691
(18.47%)
-
328,608
(100%)
Galicia
499,684
(76.56%)
125,002
(19.15%)
27,995
(4.29%)
652,681
(100%)
La Rioja
61,426
(61.67%)
38,181
(38.33%)
-
99,607
(100%)
Mad id
1,077,402
(57.08%)
462,561
(24.51%)
347,456
(18.41%)
1,887,419
(100%)
Mu cia
371,228
(72.74%)
139,087
(27.26%)
-
510,315
(100%)
Na a e
127,681
(60.67%)
82,770
(39.33%)
-
210,451
(100%)
Basque
Coun y
278,718
(50.54%)
272,777
(49.46%)
-
551,495
(100%)
Valencian
Communi y
1,025,774
(68.72%)
358,249
(24%)
108,720
(7.28%)
1,492,743
(100%)
Ceu a
26,647
(77.02%)
7,950
(22.98%)
-
34,597
(100%)
Melilla
31,637
(88.92%)
3,941
(11.08%)
-
35,578
(100%)
Spain
9,835,805
(70.36%)
3,336,178
(23.87%)
807,311
(5.78%)
13,979,294
(100%)
Sou ce: Own elabo a ion wi h da a om PISA (2018).
This able may insinua e ha in some egions he e a e no p i a e-independen
school, bu by a long sho , ha is because his da abase is made by sample
weigh s. In hose egions, PISA has no coincided in p i a e-independen schools,
ha is why we ha e no da a.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
21
Looking he esul s ob ained o he whole coun y, we can obse e ha mo e
han he 70% o he s uden s a end public schools, while he 23.87% go o p i a e
go e nmen -dependence schools and 5,78% o p i a e-independen schools. We
also had “no- esponse” da a because his PISA ques ionnai e was answe ed by
15 yea s old s uden s. Tha is why we mus unde s and ha some o hem migh
no know exac ly wha ype o schools hey belong o. Ne e heless, we ha e
d opped all missing da a o he analysis.
The Basque Coun y is he egion whe e less s uden s a end public schools,
only he 50%. In he Basque Coun y also, we ind he la ge p i a e-go e nmen
dependence school a endance, wi h he 49.46% o he s uden s o he egion.
Whe eas in Mad id, we ind he highes p i a e-independen school a ending
a e, 18.41%, a abo e he es o egions.
Now ha we know he dis ibu ion o pupils, le ’s examine he ESCS by ypes
o school and egions in Spain. I will be in e es ing o conclude whe he he
socioeconomic s a us is ela ed wi h he school ype a endance.
Table 4: ESCS by ype o school in Spain in 2018.
Region
ESCS
mean in
Pu. Sch.
S d.
De .
ESCS in
P i .-
Go .
School
S d.
De .
ESCS
mean in
P . Ind.
Sch.
S d.
De .
Andalusia
-0.42
1.07
0.01
0.87
-
-
A agon
-0.15
0.99
0.26
0.90
0.51
0.86
As u ias
-0.22
1.00
0.39
0.92
1.00
0.53
Balea ic Islands
-0.22
0.99
0.20
0.91
0.31
0.85
Cana y Islands
-0.57
0.97
0.13
0.89
0.34
0.88
Can ab ia
-0.09
0.89
0.36
0.90
-0.05
0.70
Cas ile and
Leon
-0.11
1.00
0.19
0.94
0.45
0.82
Cas ile La
Mancha
-0.39
1.04
0.43
0.90
0.41
0.94
Ca alonia
-0.09
0.98
0.37
0.81
0.98
0.68
Ex emadu a
-0.48
1.02
0.02
0.99
-
-
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
22
Galicia
-0.18
1.01
0.11
0.84
0.81
0.88
La Rioja
-0.30
0.99
0.13
0.96
-
-
Mad id
-0.13
1.02
0.25
0.91
0.92
0.65
Mu cia
-0.49
1.08
0.06
0.96
-
-
Na a e
-0.22
1.04
0.44
0.82
-
-
Basque Coun y
-0.04
0.90
0.29
0.84
-
-
Valencian
Communi y
-0.42
1.00
0.19
0.86
0.56
0.89
Ceu a
-0.78
1.06
0.19
0.92
-
-
Melilla
-0.70
1.22
0.65
0.73
-
-
Spain
-0.29
1.03
0.22
0.86
0.76
0.79
Sou ce: Own elabo a ion wi h da a om PISA (2018).
Public schools ha e nega i e alues o all egions. Tha means ha he
s uden s o public schools a e in mean socioeconomically disad an aged in
compa ison wi h he OECD mean. Fo p i a e-go e nmen schools, he ESCS
esul s a e all posi i e, some o hem a om he ze o mean. The mean o Spain
is 0.22, which means ha s uden s o p i a e-go e nmen schools end o be
socioeconomically ad an aged wi h espec o he OECD mean.
A las , we obse e ha pupils o p i a e-independen schools a e much mo e
socioeconomically ad an aged, as he ESCS mean o Spain is 0.76, being 1 he
maximum. The e o e, we could conclude ha in mean he e a e socioeconomical
di e ences be ween s uden s om di e en ype o schools.
On he o he hand, we obse e ha he s anda d de ia ion o he a iance
index is la ge in public schools and lowe in p i a e-independen schools. This
means ha he e is mo e wi hin-school seg ega ion in public schools han in
p i a e-independen schools.
A las , and be o e analysing hese esul s h ough a g aphic, we ha e o poin
ou ha Can ab ia has a -0.05 ESCS mean alue o p i a e-independen schools.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
23
The e can be se e al easons o his, bu as we ha e no addi ional da a abou
his issue, we canno s a e any hing.
In he ollowing G aph 2, we do no only see he ESCS mean e olu ion bu also
he ela ion be ween ESCS egion mean and ESCS egion mean by school ype.
G aph 2: ESCS mean in Spain by egions and ype o school in 2018.
Sou ce: Own elabo a ion wi h da a om PISA (2018).
Blue columns a e he ESCS mean by egions. Tha shows wha we ha e seen
in he p e ious G aph 1. Nex o hose, we ind he o ange columns, which
ep esen he ESCS mean o public schools. We can obse e he nega i e
endency hey ha e o he less ESCS egion mean. The e a e some excep ions
like he Basque Coun y, Ca alonia, Can ab ia, Cas ile and Leon and Galicia.
Those egions’ public school ESCS mean is la ge han he expec ed alue
conside ing he nega i e endency. Ne e heless, hey all s ill a e nega i e
alues.
The nex g ey columns show he p i a e-go e nmen schools’ ESCS mean,
which has no con inui y hough he g aph. Tha is, i is no ela ed o he egion’s
ESCS mean. Some egions ha e la ge alues and o he s lowe s.
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
24
A las , we ind he yellow columns, ha symbolizes he ESCS mean in p i a e-
independen schools. I is mo e complica ed o conclude a endency due o no
all egions ha e p i a e-independen school da a. These alues a e expec ed o
be he highes ones, bu we can clea ly see ha no always is like ha . In
Can ab ia and Cas ile la Mancha, he p i a e-go e nmen school ESCS mean
alue is la ge .
In he ollowing Table 5 we ind esul s o he income seg ega ion acco ding o
he ype o schools and i s implica ion in he o al Income Seg ega ion. In o he
wo ds, in he ollowing able we ind whe he s uden s a e seg ega ed by income
among ype o schools and how much o his seg ega ion explains he o al school
seg ega ion.
Table 5: Income Seg ega ion be ween ype o schools in Spain in 2018.
Region
Income Seg ega ion
acco ding o ype o
schools
% o he o al Income
Seg ega ion
Andalusia
0.0344
14.85
A agon
0.0474
26.99
As u ias
0.1292
50.83
Balea ic Islands
0.0421
22.30
Cana y Islands
0.1179
52.58
Can ab ia
0.0366
26.47
Cas ile and Leon
0.0284
17.47
Cas ile La Mancha
0.1375
62.32
Ca alonia
0.0889
37.29
Ex emadu a
0.0463
24.56
Galicia
0.0622
35.58
La Rioja
0.0358
22.29
Mad id
0.0753
23.06
Mu cia
0.0582
24.51
Na a e
0.0813
40.15
Basque Coun y
0.0206
12.67
Valencian Communi y
0.1044
52.63
Ceu a
0.1789
65.09
Melilla
0.3450
74.03
Spain
0.0931
34.40
Sou ce: Own elabo a ion wi h da a om PISA (2018).
MASTER THESIS MEASURING SCHOOL INCOME SEGREGATION
25
The second column exhibi s he seg ega ion be ween ype o schools, which
a e he public school, he p i a e go e nmen -dependence school and he p i a e
independence school.
The esul s show ha in some cases he ype o school is no ele an o he
seg ega ion be ween ype o schools, while i is o o he cases. Le ’s see ha in
egions as he Basque Coun y, Andalusia o Cas ile and Leon he seg ega ion
by ype o school does no e en suppose he 20% o he income school
seg ega ion. Howe e , in Valencian Communi y, Cas ile La Mancha o As u ias
i signi ies mo e han he 50% o he o al income school seg ega ion.
To inish wi h he analysis, we es whe he he language and he ype o school
a e ele an in he income seg ega ion o he Basque Coun y. We do his
analysis o he Basque Coun y because he language may be signi ican o
s uden s and hei pa en s when deciding whe e hey s udy. In he Basque
Coun y he cul u e is e y impo an and he e a e wo ypes o schools in espec
o he language: AB model ha mixes Spanish and Basque languages and he D
model, ha eaches only in Basque excep he Spanish language subjec . In he
nex Table 6 we ind esul s abou he ype o schools men ioned abo e in he
wo k and he ype o language o he eaching.
Table 6: Type o schools and language in he Basque Coun y in 2018.
Numbe o
s uden s
ESCS mean
Income
Seg ega ion
acco ding o
language and
ype o
schools
% o he o al
Income
Seg ega ion
Public, AB
24,922
-0.5846
0.0460063
0.2828
Public, D
246,422
-0.0034
P i a e-
go e nmen , AB
152,488
0.2429
P i a e-
go e nmen , D
127,663
0.3531
Sou ce: Own elabo a ion wi h da a om PISA (2018).
