Alba Castejón

Educational differentiation policies and the performance of disadvantaged students across OECD countries

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.

Distribuyendo oportunidades: El impacto de los agrupamientos escolares en la experiencia de los estudiantes

This article proposed carries out a revision of the literature of research on school internal stratification and the selection processes of students, with the purpose of discerning the different spaces of learning and socialization that exist inside the school itself. It considers the empirical data that researches provide about the different forms of students grouping, the arguments and criteria on which they hold and the impact that these forms of students grouping have on the academic results and school experience. It also shows the researches that in Spain have dealt this stratification and points the impact on the students of this school organization strategy.