Castejón, A. and Zancajo, A. (2015) Educational differentiation policies and the performance of disadvantaged students across OECD countries. European Educational Research Journal, 14(3-4), pp. 222-239. (doi: 10.1177/1474904115592489)
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Abstract
This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores that are significantly below the average for their country. Educational systems are classified in four models following the classification proposed by N. Mons. Results show that the more integrated the educational system, the greater the number of disadvantaged high achievers, and the lower the number of disadvantaged low achievers.
| Item Type: | Articles |
|---|---|
| Additional Information: | This article was produced within the project EXEDE ‘Success and Educational Inequalities in Disadvantaged Schools’ (Spanish Ministry of Economy 2012-2014, EDU2011-23473). |
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Zancajo, Dr Adrian |
| Authors: | Castejón, A., and Zancajo, A. |
| College/School: | College of Social Sciences > School of Education > Robert Owen Centre |
| Journal Name: | European Educational Research Journal |
| Publisher: | SAGE |
| ISSN: | 1474-9041 |
| ISSN (Online): | 1474-9041 |
| Published Online: | 29 July 2015 |
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