La desigualdad educativa, ¿son los programas de refuerzo la solución? Evidencia empírica del impacto a nivel intracentros

  1. Adriano Villar-Aldonza 1
  2. Borja Gambau-Suelves 2
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Instituto de Estudios Fiscales (España)
Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Year of publication: 2020

Volume: 38

Issue: 2

Pages: 379-396

Type: Article

DOI: 10.6018/RIE.394511 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE

Abstract

The need to cater to the different learning pace of students still remains a frequent problem for both teachers and the academic community. Among the public policies aimed to solve this problem, two stand out: the grouping of students based on their abilities -tracking- and, more recently, the extracurricular reinforcement programs. This paper evaluates the impact that the PROA, a reinforcement program implemented on a voluntary basis by different High Schools in Spain between 2005 and 2012, had on educational inequality. To measure educational inequality, the gap in terms of results between the students of the same school has been used, as well as the Gini inequality index. The results obtained, which are based on the Propensity Score Matching technique, indicate that the implementation of this program did not bridge the gap in terms of marks between students. They also suggest that average reading scores did not increase in those schools that decided to participate in the program.

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