The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics

Claudia Prieto-Latorre (), Oscar D. Marcenaro-Gutierrez () and Luis Alejandro Lopez-Agudo ()
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Claudia Prieto-Latorre: Universidad de Málaga
Oscar D. Marcenaro-Gutierrez: Universidad de Málaga
Luis Alejandro Lopez-Agudo: Universidad de Málaga
Authors registered in the RePEc Author Service: Oscar Marcenaro Gutierrez

Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 2021, vol. 158, issue 3, No 8, 1013-1044

Abstract: Abstract This research analyses the socioeconomic and cultural segregation of students across school catchment areas using census data for the students in their second year of secondary education in Andalusia (the most populated region in Spain). The main methodology used is the Mutual Information Index, which satisfies all the desirable properties for measuring segregation. Concretely, we draw upon the additive decomposability property, which decomposes the segregation of students across schools into the different levels in which schools can be grouped, that is, catchment areas and, within catchment areas, by source of funding (public and semiprivate schools). We found that school segregation is greater than catchment areas’ segregation. Additionally, statistically significant correlations are found between the level of segregation within the catchment areas and factors such as size of the catchment area, parental level of education and size of the municipality where the school is located.

Keywords: School segregation; Socioeconomic and cultural level; Catchment areas; Mutual information index; Public schools; Semiprivate schools (search for similar items in EconPapers)
JEL-codes: I24 R23 (search for similar items in EconPapers)
Date: 2021
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DOI: 10.1007/s11205-021-02728-1

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