(In)equalities in the school paths of descendants of immigrants
Every year, the Ministry of Education's DGEEC systematizes the school attendance and outcomes obtained by students in basic and secondary education according to their nationality, and it is possible to know that school performance (measured by transition rates and the attendance of non-regular classes) is quite variable according to the nationality concerned. It is not possible to know the impact that produces in these results a set of predictor variables, such as the socio-educational conditions of the parents, the gender of the student or the socio-ethnic composition of the school and class they attend. Are the effects similar for all national origins? Which variables turn out to be most decisive in the results obtained by students originating from immigration?
Now we have a agreement between CIES-IUL and DGEEC / MEC that makes possible to make regular availability of statistical information collected by the MEC with regard to students with immigrant background, in the form of micro data. Using this information, we intend to answer the questions, drawing a picture of the schooling of these children and youth over the present decade in our country.