SCHOOL SEGREGATION IN CATALONIA (I): MANAGEMENT OF THE STUDENT ADMISSIONS JULY 2016 SCHOOL SEGREGATION IN CATALONIA (I): MANAGEMENT OF THE STUDENT ADMISSIONS 1 SCHOOL SEGREGATION IN settings with social and cultural capitals CATALONIA (I): MANAGEMENT OF that are comparable to the social reality in which they live. Moreover, school segregation THE STUDENT ADMISSIONS has costs for the rest of society: in addition PROCESS - EXECUTIVE SUMMARY to the negative effects on academic performance within the educational system, it also has impacts on present and future social cohesion and co-existence. 10 WARNINGS Within the framework of educational policy, For some years now, the Catalan there are two clearly differentiated areas to Ombudsman has been calling attention to fight school segregation: on one hand, the the imbalances that exist in the social management of the student admissions composition of the schools in numerous process, generally through measures that Catalan neighborhoods and municipalities limit the range of selection, ordering and and, more specifically, to the concentration orienting access; and, on the other, the of educational complexity in certain schools development of equal enrollment (as opposed to the rest of schools in the conditions, generally through measures of same territory). These imbalances in the consolidation of school educational projects social composition of the schools mean and attraction of the demand. that, in a single area, there are schools (generally public but also subsidized private These two areas of educational policy schools) with a high concentration of provide the structure for the Catalan socially underprivileged students, and other Ombudsman’s analysis of this social schools (generally privately-owned, but also problem. This report, School Segregation in public) with social compositions that are Catalonia (I): Management of the Student significantly more affluent than those of Admissions Process, analyzes the margin that the schools’ environments. Although the Autonomous Ministry of Education has residential segregation can be one of the to fight school segregation through the causes, school segregation goes beyond planning and management of the student residential factors, as it occurs inside the pre-registration and enrollment process in neighborhoods, and is reinforced by other the schools. On a different tack, a second conditions, such as the absence of report that will soon be presented, School determined educational policies to favor Segregation in Catalonia (II): Enrollment greater balance in school enrollment of Conditions, offers insights on how students or to correct imbalances in the inequalities among schools in the conditions offering. offered to The aim of the fight against school students when they must enroll there segregation is to work to ensure the various (enrollment costs, educational projects of schools of a single area have similar social the school, etc.) contribute to (re)producing composition among themselves, equivalent the phenomenon. to the surroundings where they are located. The Catalan Ombudsman first presented to Although it has implications for all social the Parliament of Catalonia a special report groups, the Catalan Ombudsman is on this problem in 2008. This report offers emphasizing school segregation of socially an analysis, eight years on, of the state of underprivileged students because it makes school segregation in Catalonia. for a clear violation of the right to education in equal opportunities, protected by the United Nations Convention on Children’s 1. Absence of significant structural Rights and by the legislation relative to progress to correct imbalances in the education matters. This phenomenon limits social composition of schools: a lost their opportunities to achieve the maximum decade possible development, either because it negatively conditions their educational The sociological research that has been careers, or because it hinders their done on this problem shows that the factors opportunities for socialization in school with the greatest impact on school 2 EXECUTIVE SUMMARY segregation processes are the educational equality is 0, and the maximum inequality or socio-economic background of the is 1). A dissimilarity index of 0.5, for families, and that this phenomenon affects example, indicates that 50% of the foreign not only the socially underprivileged students would have to be enrolled in other population (immigrant students, Rom schools to achieve perfectly equal ethnicity students, etc.), but also more distribution. affluent social groups (children of families with stronger educational and economic An analysis of how the indexes of backgrounds). The lack of individualized dissimilarity have evolved, as shown in statistics per school in Catalonia on the Table 1, leads to the conclusion that, since educational background or socio-economic the 2006-07 school year, in primary as well status of parents means that the data as secondary school, no significant analysis presented herein will focus advancements have been made in the specifically on school segregation of foreign struggle against the school segregation of students (and nationality is the main foreign students: while in the 2006-07 statistic on the social origin of students school year, to guarantee fully equal that the Autonomous Ministry of Education enrollment of foreign students in primary holds). school, 49% of these students would have had to change schools, in the 2013-14 To measure the level of equality in the school year, this percentage was 48%. The distribution of foreign students among statistics on foreign student distribution schools, the “index of dissimilarity” has corroborate that in aggregate terms for the been used. This index measures the whole of Catalonia, over the past decade, proportion of the analyzed group that would there has been no significant improvement (hypothetically) have to change schools to in school segregation levels throughout the achieve perfectly equal distribution (it system. ranges from 0 to 1: the perfect situation of Table 1. Evolution of school segregation levels in Catalonia (2001-2014) Period 2001/2002 2006/2007 2011/2012 2013/2014 Primary 0,51 0,49 0,47 0,48 Secondary 0,41 0,40 0,38 0,39 Source: Developed from data from the Catalan Autonomous Ministry of Education. Note: This refers to grades from preschool for 3 year-olds (P3) to 6th grade of primary school, and from the grades of 1st year to 4th year of the Mandatory Secondary Education (ESO) as secondary school. As opposed to the analysis by municipalities, which is limi- ted to the municipalities of more than 10,000 inhabitants, the indexes of dissimilarity of this table have been calculated for all Catalan municipalities that have, at least, two primary or two secondary schools. At the local level, the evolution of school However, if the levels of school segregation segregation has been irregular. If the levels between the 2011/2012 and 2013/2014 of school segregation between the 2006/2007 school years are compared, it is clear that and 2013/2014 school years are compared, it only 40.8% of the municipalities have is clear that 55.0% of the municipalities of reduced school segregation in primary, over 10,000 inhabitants have improved the while 42.5% have done so in secondary equality in distribution of foreign students school, while 59.2% of the municipalities among schools, but 45.0% have worsened, for primary and 57.5% in secondary school while in secondary school, 62.8% of have seen increased imbalances in the municipalities have evolved positively and distribution of foreign students. 37.2% have done so negatively (with different levels of intensity). SCHOOL SEGREGATION IN CATALONIA (I): MANAGEMENT OF THE STUDENT ADMISSIONS 3 2. Significant territorial inequalities in These are not necessarily municipalities the levels of school segregation among with significant levels of immigration, or municipalities: there are Catalan even high concentrations of foreign municipalities with high levels of students in their schools. The level of school segregation school segregation as measured through the Index of Dissimilarity measures imbalances in the distribution of foreign The data on the distribution of foreign students, not the level of concentration of students show that over 70% of the these students in certain schools. segregation can be explained by differences within the municipalities (or districts of In the case of Terrassa, for example, to the city of Barcelona), while less than 30% fully balance the distribution of foreign is explained by the differences between students among the schools, 60% of municipalities or districts. Along these foreign students at the primary level and lines, school segregation in Catalonia 41% at the secondary would hypothetically cannot be explained so much by the have to transfer to another school; in the differing social composition of case of Cerdanyola del Vallès, 59% in municipalities, as by the existing internal primary and 35% in secondary school; in imbalances. the case of Sabadell, 57% in primary and 41% in secondary school; in the case of In fact, analysis of the data at the local Badalona, 57% in primary and 47% in level shows that there are significant secondary school; and in the case of territorial inequalities in the impact of Tarragona, 57% in primary and 42% in school segregation, and that there are secondary school. numerous municipalities with very high levels of segregation. As for the city of Barcelona, it