Examinando por Autor "Mediavilla, Mauro"

Mostrando 1 - 3 de 3

Bilingual school choice and socio-economic segregation: an analysis for Spain based on PISA 2015
(Research Papers in Education, 2023) Mediavilla, Mauro; Mancebón, María-Jesús; Pires, Luis; Gómez-Sancho, José-María
In the academic year of 2004–2005, the Spanish region of Madrid began to implement a bilingual educational programme (MBP hereinafter) in state schools. One of the objectives of this programme was to make the study of a foreign language (English) accessible to students from economically disadvantaged families who cannot afford private foreign language classes. Our study aims to evaluate whether students from a disadvantaged socio-economic background really do have the same probability of participating in the MBP as their more privileged peers. The analysis use the PISA 2015 database which corresponds to the representative sample of the Community of Madrid in Spain, with added administrative information supplied by the Madrid Regional Ministry of Education concerning the identification of bilingual and non-bilingual schools. Using these data, we estimate a logit model directed at identifying which factors explain the choice by students of whether to attend a bilingual state school. The results obtained reveal that the probability of attending a bilingual school is higher for students belonging to socio-economically and culturally better-off households. This suggests that the MBP could be fostering segregation within the state education sector in Madrid.
Bullying as Determinant of Academic Performance. A Case Study for the Community of Madrid Using Administrative Data
(Journal of School Violence, 2023) Rusteholz, Gisela; Mediavilla, Mauro; Pires, Luis
Bullying is a problem that affects children and teenagers around the world and its repercussions can endure throughout adult life. The main objective of this research is to study the incidence of bullying on the academic performance of students in schools in the Madrid Region. The databases used are those of Competency Tests, a census evaluation carried out on all 10th grade students in Madrid during the year 2017 (almost 32.000 students). To analyze these data, we carry out a multilevel methodological approach to identify the quantitative association of bullying with academic performance and to estimate the probability that performance is affected by the level of bullying that exists in the school. The results indicate that bullying has a negative correlation with all the competencies evaluated and that bullying can affect students with low or high academic achievement in different ways, depending on what competency is evaluated.
New evidence on the impact of learning in a foreign language on educational outcomes
(Elsevier, 2024-12) Pires, Luis; Mancebón, María-Jesús; Mediavilla, Mauro; Gómez-Sancho, José-María
A Content and Language Integrated Learning (CLIL) method, in which some subjects are taught in a foreign language (English), was initiated in Spain in 2005 and has progressively extended to half of public schools. The results have been very positive; however, it has been argued that studying subjects in a foreign language may reduce the educational outcomes of students. This paper evaluates this criticism in the Madrid bilingual program adopting a Propensity Score Matching approach, with the PISA 2015 and 2018 data. The model defines a homogenous student subsample from bilingual and nonbilingual schools in terms of the observable characteristics that may jointly influence both the selection of school type and educational scores. Our results, robust to the sample and unobservable hidden bias, indicate that the Madrid bilingual program, in addition to improving students' English level, does not reduce the skills of subjects taught in English or in Spanish