Desegregation by controlling enrollment is the best option to improve the education of immigrants and Roma segregated in ghettoized schools.

Scientific Evidence Platform Needs more evidence Desegregation by controlling enrollment is the best option to improve the education of immigrants and Roma segregated in ghettoized schools.
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Context: In the Basque Country (North of Spain) there has recently been a popular legislative initiative to avoid the segregation of students with low socioeconomic status that is ghettoized in certain public schools. The initiative is about preventing ghettoization through school enrollment.

https://www.ilpeskolainklusiboa.eus/es/lhe-eskola-inklusiboa/texto-completo-ilp/

I would like to know what evidence is available to affirm that this desegregation through school enrollment is an effective intervention to improve the academic lives of students with low socioeconomic status or marginalized ethnic minorities.

 

 

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Gontzal Uriarte

In 1985, the USA NIE (“National Institute of Education”), after years of application of desegregation policies, carried out an analysis of 19 investigations on the improvement in school performance of black students in desegregated schools. The result, although positive the effects were very small (0.20) This is equivalent to two months of educational gain.
https://journals.sagepub.com/doi/10.1177/0049124185013003002

Gontzal Uriarte

There is scientific evidence that xenophobia increases when students are forcibly desegregated.

Campdepadrós, R .; Molina, S .; Ramis, M .; & de Botton, L. (2020). The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83. DOI: https://doi.org/10.1016/j.polgeo.2020.102254

These policies contribute to the destruction or weakening of the educational communities of the centers as reported by Caldas and Banskton in the book “Forced to Fail. The paradox of School Desegregation”. The book explains the importance of cultural capital that a school can generate and presents it as one of the ways to solve the problem of segregation and the educational gap between blacks and whites.

“Social capital is generated in the rich interactions built up between parents and children, and between networks of parents interacting with other parents at their children’s school and during school functions. This capital, which is generated in the home as well as in the school, benefits the whole community by establishing strong networks through which information flows freely. A healthy democracy needs as its foundation a well-informed, well-integrated citizenry. ” page 216

Echoing a sentiment voiced more than a century ago by the great black sociologist W.E.B. Du Bois, Morris wrote, “We just might find that the solution resides within the ‘souls’ of Black people — rather than elsewhere.” page 207.

In this sense, the international scientific community has shown that this line of work brings greater educational benefits to underprivileged populations. Increasing the number and quality of interactions in the educational community through the ‘learning communities’ project has shown to have much better effects than redistribution policies:

https://www.tandfonline.com/doi/full/10.1080/0305764X.2013.819068

It is necessary to bring attention to scientific evidence that accounts for the factors that favor academic success in students with disabilities.
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