La persistente influencia del origen social sobre la desigualdad de resultados. Una aproximación multinivel a partir de pisa 2009

Abstract

The persistence of social origin as a determinant of learning and academic performance has been monitored from the 60s. Data from PISA research program, which assesses the educational capabilities of fifteen students, have confirmed again the determinant of socioeconomic context background to explain the inequality of learning achievement (Duru- Bellat, 2004; Gorard, 2004; Ferrer, 2006). Dupriez y Dumay (2004) conclude that inequality of outcome is determined more by the social composition of schools then by their organizational and educational mechanisms.
This paper examines mathematics learning results between schools and within schools diverges between OECD countries and I focus on some factors that are crucial to explaining these differences. Mathematics learning is analyzed through a multilevel regression model.