The aim of this study was to characterize those schools in the Autonomous Community of the Basque Country (Spain) with high numbers of immigrant students in accordance with their effectiveness level (high or low). Three effectiveness criteria (scores, residuals, and times) were used to select the schools, resulting in three models: a ceiling or floor effect model, a contextualized cross-sectional model, and a contextualized longitudinal model. Of the 524 initial schools analyzed, 7 were found to have high or low effectiveness levels and higher-than-average immigration levels. Following the selection, the discourses of 40 education stakeholders were analyzed through semi-structured interviews and discussion groups. The results highlight the strong sense of vulnerability felt in some schools, as well as the general conviction that greater support, commitment, and stable, collaborative leadership by the management team and inspectorate would contribute to improving effectiveness.
This work is part of the R + D + i project called Geskola, which is funded by the Ministry of Education and Science [MINECOG 18 / P04] and the support of the Education Delegation of the Basque Government; The differences between male and female students in learning the competencies related to the Basque and Spanish languages (the two official languages of the Basque Autonomous Community) are analyzed. The quantitative methodology used in this study analyzes the data provided by the Department of Education of the Basque Government. Therefore, it is a census study that collects all the data of the entire student population of the community. In this case, three years of the secondary education data are analyzed, which are 2013, 2015, and 2017. The description of the differences in competencies in Basque and competencies in Spanish between boys and girls is shown. For statistical analysis, the Mann-Whitney U test and the Kruskal-Wallis H test were used. The results, in general, show significant differences in the achievements in favor of women. Generally, female students score higher than male students in language proficiency in both languages. The research reveals that the schools that could be considered effective (considering the socioeconomic dimension) are not effective when considering students' gender.
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