Understanding Educational Inequality in Spain: Factors Influencing Low and High Mathematical Competence

David Molina-Muñoz (), José Miguel Contreras-García and Elena Molina-Portillo
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David Molina-Muñoz: Department of Didactics of Mathematics, University of Granada, 18011 Granada, Spain
José Miguel Contreras-García: Department of Didactics of Mathematics, University of Granada, 18011 Granada, Spain
Elena Molina-Portillo: Department of Didactics of Mathematics, University of Granada, 18011 Granada, Spain

Social Sciences, 2025, vol. 14, issue 8, 1-17

Abstract: Academic performance has become a consolidated indicator of a nation’s educational and social equity. Consequently, increasing attention has been paid to determining the factors associated with school performance, particularly in the case of students with extreme academic outcomes. The aim of this study is to identify and compare the factors related to the level of mathematical competence of Spanish students with low and high levels of achievement, based on data from the Spanish sample of PISA 2022 ( n = 30,800). The results of the multilevel quantile regression analysis reveal that the social, economic, and cultural status of the students have a significant and positive effect on both groups. Other variables, such as gender, grade repetition, and length of pre-primary education, show differentiated effects depending on the level of competence. Moreover, school-related factors, such as school location and competition among centres, exhibit opposite effects. Finally, aspects such as school ownership, average class size, and the degree of curricular autonomy only have a significant impact on the mathematical competence of low-achieving students. These findings highlight the need for differentiated educational policies that address the specific needs of each group of students.

Keywords: mathematical competence; PISA; low-achieving students; high-achieving students (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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