Incidence of socioeconomic school segregation on academic performance A study from Peru

Main Article Content


The objective of this research is to estimate the incidence of socioeconomic school segregation in the academic performance of students. For this purpose, data mining was carried out using the data of the Census Evaluation of Students (ECE) of the Ministry of Education of Peru, through Multilevel Models with three levels of analysis (region, school and student). The Hutchens' Square Root Index was used to estimate the magnitude of segregation in each school. The sample consisted of 502,521 2nd grade secondary students from 12,862 schools in the country. The results show that school segregation has a direct and measurable impact on performance in the three areas analyzed, and even helps to explain more than the average socioeconomic level of the school. Likewise, the concentration of students from families with lower socioeconomic levels in the school makes performance lower in the three areas; while the concentration of students from families with higher socioeconomic levels makes performance better, also in the three areas. This study provides solid evidence of how school socioeconomic segregation affects the efficiency of the educational system, as well as the equality of educational opportunities for all.


Download data is not yet available.

Article Details

How to Cite
Murillo, F. J., & Carrillo, S. (2021). Incidence of socioeconomic school segregation on academic performance A study from Peru. Education Policy Analysis Archives, 29(January - July), 49.
Author Biographies

F. Javier Murillo, Universidad Autónoma de Madrid

Director de la Cátedra UNESCO en Educación para la Justicia Social y Profesor Titular de Métodos de Investigación y Diagnóstico en Educación, Universidad Autónoma de Madrid (UAM). Coordinador, grupo de investigación del Cambio Educativo para la Justicia Social (GICE) y Secretario Académico, Instituto Universitario de Derechos Humanos, Democracia, Cultura de Paz y No Violencia (DEMOSPAZ), UAM. Coordinador de la Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE). Director de las revistas: REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Revista Iberoamericana de Evaluación Educativa, y Revista Internacional de Educación para la Justicia Social.

Sandra Carrillo, Pontificia Universidad Católica del Perú

Investigadora del Instituto de Estudios Peruanos (IEP) y profesora de la Pontificia Universidad Católica del Perú (PUCP). Magíster en Políticas Públicas y Sociales por la Universidad Pompeu Fabra (España) y en Políticas Educativas por la Universidad Alberto Hurtado (Chile). Licenciada en Psicología Educacional por la PUCP (Perú). Actualmente realiza el doctorado en Educación en la Universidad Autónoma de Madrid (España). Sus trabajos e investigaciones se relacionan a las políticas educativas en los temas de equidad, desigualdades sociales y segregación escolar.