Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

Ferraz, Hélder; Neves, Tiago; Nata, Gil

doi:10.3390/educsci9040270

Cited by 2 publications

(2 citation statements)

References 17 publications

(16 reference statements)

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“…Two trends can be observed in compensatory education programs recently implemented in different countries: The first one includes the standard and central practices we criticize that aim to improve academic performance (in Portugal Ferraz et al, 2019). The other includes efforts that offer equality of opportunity over the contextbased compensatory role of education rather than the dissemination of education or efforts to increase academic achievement (in Texas Stevens, 2016;in France Davezies & Garrouste, 2020;in Canada Squires, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions

Soylu¹

2022

Kuramsal Eğitimbilim

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Explaining the social function of schooling through maintaining, reproducing, and increasing inequalities does not provide a clear framework for what can be done to help the disadvantaged benefit from education. In order to break this vicious circle of describing deficiencies and perpetuating, it is necessary to focus more on the recovery and compensatory function of education. This qualitative study, conducted with grounded theory, explores mechanisms within schools that can compensate for disadvantages that arise outside of school. These mechanisms were defined through the data obtained in a small city in Turkey from interviews focusing on the schooling practices of 35 educators, 19 of whom had administrative backgrounds and 16 of whom were teachers. The compensatory function of schooling operates in a gradual process of supporting the students to engage in school and become active in school. In the inclusion process, all the student's shortcomings are ignored and the student is seen as neutral. In the support phase, macro reformist and central policies are ignored, and support is rather individualized and concretized. This analysis suggested that strengthening compensatory role of schooling could help overcome barriers that students from disadvantaged backgrounds experience in educational attainment.

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Section: Conclusion and Discussionmentioning

confidence: 99%

How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions

Soylu¹

2022

Kuramsal Eğitimbilim

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“…It Is highlighted that the fragile of families in actively participating in the academic success of young people are seen as a relevant explanatory factor for the development (success or failure) of the academic pathway [31]. And it is also dominant in the idea that academic success is essential for social integration and for obtaining economic income [42].…”

Section: How Is the Socio-educational Inclusive Practice Of Study Sup...mentioning

confidence: 99%

Promoting Academic Success and Social Inclusion in Non-Formal Education Contexts: The Case of a North-East Region of Portugal

Rodrigues,

Loureiro,

Flynn

et al. 2023

Societies

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The processes leading to school failure and early school leaving are complex and involve multidimensional factors. In Portugal, as in other European countries, in the last decade, several policies, programmes, and practices have been developed to address this issue. This article focuses on a socio-educational practice of the study support type developed within a national programme aimed at social inclusion and educational success located in the community. The data collected through a semi-structured interview and a focus group with socio-educational professionals allowed us to identify how the study support practice is characterised and perceived by these actors. Processes and factors of transformation that occurred in the practice regarding its mode of implementation, conceptual evolution, and specificities were also addressed. Results indicate that the practice promotes improvements in participants’ outcomes such as learning, social behaviour, integration, and autonomy; the construction of a strong and sustained relationship with significant adults from the learning point of view; and the completion of compulsory schooling and studies. Hence, the research findings highlight that participation in the practice leads to transformative processes in the academic pathways of children and young people involved in the practice concerning academic, individual, and social dimensions.

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Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

Cited by 2 publications

References 17 publications

How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions

How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions

Promoting Academic Success and Social Inclusion in Non-Formal Education Contexts: The Case of a North-East Region of Portugal

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