Examinando por Autor "Pires, Luis"

Mostrando 1 - 11 de 11

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.
Comparación de las regulaciones franquistas en la banca y en la industria
(2010-01-20T18:26:21Z) Pires, Luis
Esquema donde se comparan las regulaciones franquistas en la banca y en la industria
Las habilidades no cognitivas en la educación española
(Octaedro, 2022) Alcañiz, Vicente; Sanz, Ismael; Pires, Luis
Las instituciones en la economía mundial
(Universidad Rey Juan Carlos, Servicio de Publicaciones, 2001) Pires, Luis
Las instituciones afectan a todos los ámbitos de nuestra existencia. Prácticamente desde el momento que nacemos, su influencia se deja sentir, de una u otra forma, en nuestra vida diaria: utilizamos dinero, realizamos transacciones en el mercado, seguimos ciertas convenciones sociales, somos titulares de derechos de propiedad, nos sometemos a las regulaciones del mercado de trabajo, etc. Por extensión, el marco institucional es fundamental para explicar el desarrollo de la economía mundial, sobre todo en estos tiempos donde fenómenos como la globalización exigen una comprensión de las instituciones encargadas de relacionar las diferentes economías nacionales. En este trabajo se estudian los factores que hacen de las instituciones uno de los factores más determinantes del comportamiento económico de las personas y de la economía mundial.
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
Opportunity Costs, Covid-19, and Early Dropout Rate
(Springer, 2023-11-14) Pires, Luis
This chapter analyzes the rate of early leaving from education and training and its relationship with other educational variables and with the Covid-19 crisis. This analysis will show the state of the Spanish education system and its evolution over time, with its strengths and weaknesses. After explaining the concept of early educational dropout and school failure, within the evaluations and statistics of education, the chapter analyzes the evolution of early school dropout in the European Union and in Spain, relating it to other elements of the education system and paying special attention to the influence of the Covid-19 crisis on the evolution of these educational variables. The study identifies the need for educational measures focused on students finishing their ESO studies, promoting vocational training, and reducing the number of students who drop out of these cycles. It also highlights the socioeconomic gap in early school leaving and proposes several measures to improve the Spanish educational system, such as establishing tutorials for small groups of students, using online education as a complement to face-to-face education, and promoting territorial cooperation between the Spanish Ministry of Education and the regional governments.
El papel de las ideas en la dictadura del general Franco
(Studia Carande, 2001) Pires, Luis
En este artículo se estudia la influencia que las ideas tuvieron en las políticas económicas de la dictadura del general Franco. Esta influencia fue mucho menos decisiva que otros aspectos como los intereses del Estado o el pragmatismo. En el artículo se critica la interpretación que afirma que, en el Plan de Estabilización de 1959, las ideas económicas se impusieron a las ideas ingenieriles que habían prevalecido en el período autárquico anterior. No sólo las diferencias entre ambas ideas fueron muy pequeñas, sino que ninguna de ellas influyó decisivamente en las políticas económicas del franquismo. El Estado asumió ex post las ideas que, en cada momento, mejor se adaptaban a sus intereses.
Las políticas económicas de la dictadura de Salazar y sus consecuencias en la economía portuguesa
(Studia Carande, 2003) Pires, Luis
Este artículo analiza la influencia de la dictadura de Salazar y de sus políticas económicas en el desarrollo económico de Portugal. El estudio compara el caso portugués con otros países europeos, sobre todo con la dictadura de Franco en España. Las políticas de la dictadura portuguesa apenas se basaron en la ideología oficial que asumió el régimen, el corporativismo, sino en las ideas personales de Salazar, quien buscó, desde el primer momento, la estabilidad política y macroeconómica del país. El pobre desarrollo económico de Portugal se explica, en gran medida, porque Salazar impuso estas ideas pre-keynesianas de búsqueda de equilibrios macroeconómicos por encima de otros objetivos como el desarrollo económico o la industrialización.
El programa bilingüe en Madrid y sus efectos sobre el aprendizaje
(2022) Pires, Luis; Gallego, María-Jesús
El programa bilingüe de la Comunidad de Madrid (PBM) ha mejorado el nivel de inglés de los estudiantes mediante el uso de la metodología del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL), por la que se imparten en inglés varias asignaturas del currículo. Estudios previos han analizado si el PBM reduce las competencias de los alumnos bilingües en esas asignaturas. Nuestro estudio completa los trabajos anteriores al utilizar los últimos datos disponibles con la Evaluación de Competencias de la Comunidad de Madrid (ECM) de los años 2017 y 2019. La ECM es una evaluación censal que evalúa las competencias en varias asignaturas de los alumnos de 6º de Educación Primaria (EP) y 4º de la ESO, además de obtener varios cuestionarios de contexto de los alumnos, familias, profesores y directores. Se ha elaborado una base de datos con los resultados de la ECM y las características de los alumnos que influyen en esos resultados. Mediante el uso de la técnica estadística Difference-in-Difference, nuestro estudio confirma las principales conclusiones de los estudios anteriores, los alumnos del PBM empeoran ligeramente sus competencias en las asignaturas impartidas en inglés en 6º EP, pero esta diferencia se compensa en 4º ESO. Nuestro estudio ofrece además una conclusión novedosa, la importante mejora en lengua inglesa de los alumnos de EP se reduce en la ESO.
School Failure in the Region of Madrid (Spain): An Approximation through Diagnostic Assessment in 2019
(2021-09-03) Pires, Luis; Santero-Sámchez, Rosa; Macías, Cristian
Education is considered to be one of the main factors of development, economic growth and social progress. No country can achieve sustainable economic development without substantial investment in human capital. In Spain, school failure represents one of the main problems in the educational system, with potentially dramatic consequences for the basic competences required in the labour market and job instability, with the risk of economic and social exclusion. In this paper, we aim to identify the factors that define the risk of school failure in Madrid (Spain) by applying logit models. In this process we use a definition of school failure risk which relates to the probability of scoring below level 2 in the evaluation of competences (diagnostic assessment), and we use grade retention as a proxy of school failure. The variables included in the model cover several areas, such as personal, family and school characteristics. The results show that it is important that the policies to strengthen the educational system begin with early childhood education, as educational delay symptoms are detected, and it is necessary to intensify efforts towards personalized assistance to help identify potential learning problems, especially in those groups in the worst socioeconomic situations, which are most at risk of school failure.