Recommended
Recommended
More Related Content
What's hot
What's hot (18)
Similar to School Choice and Segregation
Similar to School Choice and Segregation (20)
Recently uploaded
Recently uploaded (20)
School Choice and Segregation
- 1. Rachel Darakji 833371 Supervisor: Prof. Costanzo Ranci SCHOOL CHOICE AND SEGREGATION: The Case of Milanese Schools POLITECNICO DI MILANO Scuola di Architettura Urbanistica Ingegneria delle Costruzioni Masters of Science in Urban Planning and Policy Design
- 2. SCHOOL CHOICE AND SEGREGATION: The Case of Milanese Schools
- 3. School segregation is the uneven distribution of a particular minority group compared with the native population through schools in an actual geographic region. Segregation
- 4. The current focus of interest in this thesis is ethnic segregation in Milanese schools. Segregation
- 5. There is a relationship between the academic performance and student composition. The assimilation of foreigners assumes a fundamental role in sustaining social integration, better achievements, social and educational equality in the labor market and avoiding multi-ethnic communities and banlieus. Why does segregation really matter? Difference between non-immigrant and second generation students PISA2003PISA2012Score Point Difference 0 -20 20 40 60 80 100 120 Belgium Denmark France Switzerland Austria Mexico Netherlands Germany Portugal Sweden Luxembourg Norway OECDAVERAGE Spain Italy Canada Russia NewZealand UnitedStates Latvia Ireland HongKong Australia NewZealand Difference between non-immigrant and first generation students PISA2003PISA2012Score Point Difference 0 -20 20 40 60 80 100 120 Finland France Mexico Belgium Denamrk Sweden Switzerland Germany Austria Netherlands Liestenstein Spain Italy Greece Norway Luxemburg OECDAVERAGE2003 Portugal Russia UnitedStates HongKong CzechRepublic Ireland Australia NewZealand Canada
- 6. What are the underlying mechanisms adding to the cause and persistence of segregation? School Choice Preferences School Segregation
- 7. Institutional Setting School Choice Preferences School Segregation What are the underlying mechanisms adding to the cause and persistence of segregation?
- 8. What are the underlying mechanisms adding to the cause and persistence of segregation? Institutional Setting School Choice Preferences School Segregation Territorial Settlements
- 10. Cultural Capital Social Capital Economic Capital Human Capital Perception Stage : The Role of Information - Bourdieu Cultural Capital Theory Capacity to participate in school choice Possession of skills and knowledge A person’s social network, ties and social relations Income, Occupation, Properties, Investments Productive characteristics such as language proficiency These capitals shape the selection route of an individual. School Choice Institutional Setting Territorial Settlement
- 11. School Rating and Educational Program Proximity School Values and Attributes Online Resources Time and distance Religion or Particular Activities Similar values of a families’ background Classroom size, Well-Maintained School Supportive and caring environment High rated school Websites that maintain transparency of educational levels in the school School Choice Institutional Setting Territorial Settlement Evaluation Phase: Objective Indicators
- 12. School Choice Institutional Setting Territorial Settlement Student Composition/ Class Based Ethnic Prejudices School Quality A bias against ‘exracommunitario’ Word of Mouth Avoidance to interact with certain ethnic groups Fear of the school being of a lower socioeconomic standing School Choice Institutional Setting Territorial Settlement Evaluation Phase: Subjective Indicators Subjective indicators are more difficult to measure
- 13. Zoning Hardship in the family Disabled Students Presence of a sibling in the school Mono-parental family, Working parents School Choice Institutional Setting Territorial Settlement School Access : In case of oversubscription
- 14. 2. Institutional Setting School Choice Institutional Setting Territorial Settlement Incorporate all children equally. Core of origins of integration in Italy Comprehensive System Early tracking was abolished Devolution of centralization to semi-autonomous system Local Centered Curricula Flexibility in management and organization Establishment of the Constitutional Reform Ministry of Education works through Regional School Offices 1970’s 1973 1999 20011962 Italian Education System Source: Eurydice NURSERY age EARLY EDUCATION PRIMARY SCHOOL PRIMARY EDUCATION KINDERGARTEN HIGH SCHOOL/ TECHNICAL SCHOOL UNIVERSITY SUPERIOR TECHNICAL FORMATION (IFS) TERTIARY EDUCATION FIRST GRADE SECONDARY SCHOOL SECONDARY EDUCATION 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 019 1 2 3 4 5 6
- 15. Economic Social Demographic Urban 80,000 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 160,000 Reference: comune di milano - dati ISTAT January 1, 2016 240,000 254,522 Foreign Population with Citizenship: 2016 “Superdiversification” Increase in Foreign Population MillionPersons Year 1980 1990 2003 2010 2012 2016 0 1 2 3 4 5 6 5.4 1.5 3. Foreign Settlements Dominant Nationalities Spatial Concentration in Milan Foreign Nationalities by Continent Europe 19.9% Asia 39.3% Africa 21.7% America 19%
- 16. School Choice Institutional Setting Territorial Settlement Foreign Settlements and Primary Schools zone_decentramento Cittandinanza nonIT 1- 50 50- 100 100- 150 150- 200 200- 250 250- 300 300- 312 Book1primary csv_Nazionalit Legend 0 2 4 6 8 10 1980 1984 2012 2015 0.41% 8.4% Distribution of foreigners with citizenship in Milan Distribution of foreigners in Primary Schools PercentIncrease Increase in Foreign Population in Schools Year
- 17. Micro-Scale School Segregation Dynamics in Urban Areas
- 18. ZONE 9 Marie Curie Public School Istituto Compresivo Dal Verme Public School Istituto Comprensivo Confalonieri Public School Arbe-Zara Public School Andrea Mandelli Private School Locatelli Public School Zone 9
- 19. School Profiles School 2081: Raffaello Lambruschini Public School Via Begnino Crespi Capacity: 425 Students Total Students: 283 Percent Foreigners: 63.96% Percent Italians: 36.04% School 2245: Andrea Mandelli Private School Via Lodovico Pavoni Total Students: 251 Percent Foreigners: 1.99% Percent Italians: 98.01% School 2032: Govone Confalonieri Public School Via Jacopo Del Verme Capacity: 425 Students Total Students: 341 Percent Foreigners: 23.17% Percent Italians: 76.83%
- 20. 0 100 200 300 400 500 600 2080 2032 2043 2072 2041 2037 2081 Italians Foreigners 0 100 200 300 400 500 600 700 2080 2032 2043 2072 2041 2037 2081 Italians Foreigners 2080 2037 2032 2081 2041 2043 2077 36.33% 63.66% 22.9% 77.1% 19.11% 80.88% 30.25% 69.75% 11.36% 88.63% 36.2% 63.8% 2035 2245 2078 98.46% 96.62% 96.80% 1.54% Residential Segregation or School Segregation? GENERAL INFORMATION DISTRIBUTION IN SCHOOL DISTRIBUTION IN CA SCHOOL CODE SCHOOL NAME TYPE % IT % FO FO/IT % IT % FO FO /IT 2081 Raffaelo Lambruschini Public 36.33% 63.66% 190/110= 1.72 66.54% 33.45% 185/368= 0.50 2032 Govone Confalonieri Public 80.88% 19.11% 69/292= 0.24 87.47% 12.52% 55/3384= 0.14 2037 Luigi Galvani Public 77.1% 22.9% 57/192= 0.30 96% 4% 8/195= 0.04 2041 Pio Menotti - Muratori Public 69.75% 30.25% 154/355= 0.43 75.4% 24.6% 133/407= 0.32 2043 Arbe-Zara Public 88.63% 11.36% 54/421= 0.13 91.45% 8.54% 34/364= 0.09 2072 Giuseppe Giusti Public 77.23% 22.77% 110/373= 0.29 83% 17% 78/383= 0.20 2080 Marie Curie Public 63.8% 36.2% 165/291= 0.57 66.33% 33.66% 202/398= 0.51 2245 Mandelli Andrea Private 98.46% 1.54% 4/256= 0.02
- 21. Static Analysic School Code Entropy Index in the School Entropy Index in the Catchment Area 2081 0.71 0.49 2080 0.64 0.62 2041 0.53 0.48 2037 0.46 0.12 2032 0.42 0.29 2072 0.36 0.18 2043 0.23 0.23 2245 0.12 0.49 H=[(a/Tot*(log (a/Tot))+(b/Tot*(log (b/Tot))+(c/Tot*(log (c/Tot))] 56 3737 18 9 33 School 2081 RPC RP ET BD EC Other 45 36 41 18 8 41 CA 2081 RPC RP ET BD EC Other 37 30 2019 12 10 40 School 2080 RPC RP ET PE ELS EC Other 61 28 30 18 12 15 41 CA 2080 RPC RP ET PE ELS EC Other 22 12 1055 38 School 2032 RP RPC ET PE CL Other 12 12 9 33 47 CA 2032 RP RPC ET PE CL Other School 2043 CA 2043 Highest Segregation Entropy Index of selected schools Distribution of Nationalities Nationalities in zone 9 Lowest Segregation AL BD BR CL D DZ ECELSET I PA K PE R RP RP C UC R YU BORN IN COUNTRY OF ORIGIN1 12 1 1 0 1 0 3 25 4 0 2 1 7 6 0 0 BORN IN ITALY 0 6 2 3 1 0 9 4 12109 2 4 4 30 50 2 2 1st- 2nd Generation Students BORN IN ITALY BORN IN COUNTRY OF ORIGIN 2081 Students CODE SCHOOL SECOND GENERATION FIRST GENERATION 2081 127 64 2032 342 54 2037 231 40 2043 454 35 2072 462 90 2080 411 122 2041 466 113 2035 348 6 2245 256 0 2078 243 2BD: Bangladesh * CL: Sri Lanka * EC: Ecuador * ELS: El Salvador * ET: Egypt * PE: Peru * R: Romania * RP: Philippines * RPC: China * UCR: Ukraine
- 22. Dynamic Analysis: Which schools are the students going to? 2080 24 126 32 108 94 5 2040:17 2072: 5 2102:3 2037 2035 Public school Fluxes Fluxes of Private School Fluxes of Foreigners Private school 2090 2032 2081 2041 2043 2042 2077 2245 2078 209 Public school Private school 103 2035: 30 2035: 107 2045:19 2040: 53 56 2045:37 2046:17 2303:13 2036: 10 183 67 2080 2090 2032 2077 2245 2078 2037 2042 Fluxes Fluxes of School 2081 Fluxes of Italians 6 4 43 RP EC ELS RPC UCR Other 3 241 RP EC ELS RPC UCR Other Less than 10 Less than 20 Less than 30 More than 40 Less than 40 2035 197 2041 67 2081 209 2043
- 23. Micro-Scale School Segregation Dynamics in Urban Areas SCHOOL CODE ABSOLUTE NUMBER PERCENTAGE Number IT PERCENTAGE IT 2081 178 32.19% 66 18.13% 2032 82 14.83% 67 18.41% 2080 38 6.87% 25 6.87% 2043 34 6.15% 33 9.07% 2245 31 5.61% 31 8.52% 2035 30 5.42% 27 7.42% 2037 22 3.98% 20 5.49% 2041 18 3.25% 17 4.67% 2078 18 3.25% 17 4.67% CATCHMENT AREA ABSOLUTE NUMBER PERCENTAGE Number IT PERCENTAGE IT 2081 178 59.33% 66 59.63% 2042 36 12.00% 15 12.84% 2080 16 5.33% 9 8.26% 2090 14 4.67% 5 4.59% Code School Name Type Foreign students staying in the CA Foreigners students coming to this school from other CA Foreigners Leaving the CA to other schools 2081 Confalonieri Public 108 77 66 2080 Marie Curie Public 126 38 78 2043 Locatelli Public 24 25 8 2245 Mandelli Private 0 4 0 2041 Arbe-Zara Public 94 56 36 2032 Dal Verme Public 32 30 16 2037 Galvani Public 5 51 1 FLUXES OF STUDENTS / ITALIANS COMING TO CA 2081 Name Type Italians (Compulsory Enrollment) Italians Going to Public schools Italian Fluxes to Public Schools Italians Fluxes to Private School White Flight (Fluxes Public + Private) 2081 Confalonieri Public 368 205 55.7 26.36 82.06 2080 Marie Curie Public 398 51 12.81 34.17 46.98 2043 Locatelli Public 364 69 18.95 23.07 42.03 2245 Mandelli Private 2041 Arbe-Zara Public 407 84 20.63 30.71 51.35 2032 Dal Verme Public 384 86 22.39 29.68 52.08 2037 Galvani Public 195 53 27.17 46.66 73.84 FLUXES OF FOREIGNERS STAYING IN THE CATCHMENT AREA, COMING TO THE CA, AND LEAVING THE CA FLUXES OF ITALIANS SHOWING TO WHICH TYPE OF SCHOOLS THEY ARE HEADING TO HIGHLIGHTING THE WHITE FLIGHT SITUATION FLUXES OF ITALIANS LEAVING CATCHMENT AREA 2081
- 24. Understanding School Choice: An Empirical Investigation
- 25. Micro-Scale School Segregation Dynamics in Urban AreasDescription ASILO INTERVIEWED HIGH CLASS MIDDLE CLASS LOW CLASS ANDREA MANDELLI 5 3 VILLANI MURAT 4 9 2 CONFALONIERI 2 6 ASILO INTERVIEWED ITALIAN MIXED FOREIGN ANDREA MANDELLI 8 VILLANI MURAT 10 3 2 CONFALONIERI 2 6 First-Timers Nationality & Language Spoken Social Class ASILO INTERVIEWED FIRST TIMERS SECOND TIME STAYED IN THE SAME SCHOOL SECOND TIME BUT CHANGED SCHOOL ANDREA MANDELLI 4 3 1 VILLANI MURAT 10 3 2 CONFALONIERI 6 2 MANDELLI RODARI WHAT ARE THE MOST IMPORTANT CRITERIA YOU LOOKED FOR IN A SCHOOL HOW DID YOU LOOK UP THE SCHOOL PERSONAL INFORMATION VILLANI MURATI CONFALONIERI
- 26. School Choice Preferences: Private Schools Area of residence: Mandelli Flows Legend Religion School Envionment Diversity “It is important for our children to learn their own cultures and tradition, and then they can start learning about others” “The children here are followed-up all the time, no one is left behind” “I bambini sono voluti bene” “This school has a Catholic imprint, it is possible that the parents give importance to religious classes along with a high-level education. ”- President of Mandelli Parent’s Association
- 27. Proximity “We have our relative here, so we ALL followed her... ask any Arab tey would tell you the same thing” Arab group “We chose Crespi because its close and convenient. We didnt look up other schools but his classmates are going to the same one” Philippine couple Flows of Confalonieri School Parents School Choice Preferences: Public Area of residence Confalonieri Flows Schools Kindergartens CA 2081 Area of residence Villani-Murat Flows Inside CA Legend
- 28. School Choice Preferences: Student Composition Area of residence Confalonieri Flows Area of residence Villani-Murat Flows Inside CA Schools Kindergartens CA 2081 Legend Flows Outside CA Diversity “Le classe con molto stranieri il livello di insegnamento e molto più basso perché non parlavano bene l’italiano, ce più confusione nelle classe, le maestre per stare indietro per quelli che sono indietro sempre finiscono per non fare i programmi di scolastico come si deve. Quindi sicuramente anche quello e un fattore” “Dobbiamo raccogliere queste persone e anzi, e proprio il nostro dovere insegnare loro la lingua e per fare di tutto perché queste persone in tutte le carte per entrare nel mondo della scuola superiore e il lavoro come l’italiano….”
- 30. Limitations Outcomes may not be generalizable to other zones and other metropolitan areas. A larger number of interviewees would have produced results that are more signifi- cant. Answers may not be representative of the population; it is likely that some of the more interesting and unique types of families are not captured in the study. Potential for bias in the results and omitting some answers. The socioeconomic status of the individuals interviewed is not presented.
- 31. Limitations HIGH CLASS & UPPER HIGH CLASS MIDDLE CLASS & LOWER MIDDLE CLASS LOW CLASS ALTERNATIVES PRIVATE WORD OF MOUTH PROXIMITYPROXIMITYEDUCATIONAL PROGRAM SCHOOL ENVIRONMENT OPEN DAYOPEN DAYWORD OF MOUTH WORD OF MOUTH EDUCATIONAL PROGRAM BEST SCHOOL: EXCLUSIVITY BEST SCHOOL GIVES MY CHILDREN THE BEST OUTCOME BEST SCHOOL IN THE CATCHMENT AREA SCHOOL STRUCTURE SCHOOL ENVIRONMENT ETHNIC COMPOSITION RELIGIOUS STUDIES PERSONAL PREFERENCE Social Class Information Collection Initial Criteria Secondary Criteria What is the Best Education? OPEN DAY ONLINE RESEARCH PUBLIC
- 32. Policy Implications Reducing the barriers that some families face in enrolling their children in schools Institutional barriers and allocating more resources To combat inequalities, it is necessary to gather data on the experience of students of foreign origin by taking into account the obstacles they have to face in their paths, along with the help that they need. Policymakers’ perspective must take a broader notion and assess the success of integration in comparison to its negative influence on enrollment in the school-centered strategy. Institutions are capable of ameliorating segregation within its premises through school choice policies that encourage social inclusion and the development of a fully multi-ethnic society.
- 33. Thank you for your attention!