Poster Paper: Are Bilingual Educational Programmes a New Source of Inequality of Opportunities in Spain? a Case Study of the Spanish Region of Madrid

Thursday, November 7, 2019
Plaza Building: Concourse Level, Plaza Exhibits (Sheraton Denver Downtown)

*Names in bold indicate Presenter

Mauro Mediavilla1,2, María Jesús Mancebón3, José-María Gómez-Sancho3 and Luis Pires4, (1)University of Valencia, (2)Barcelona Institute of Economics, (3)University of Zaragoza, (4)Universtity of Rey Juan Carlos

In the academic year of 2004-2005 the Spanish region of Madrid began to implement a bilingual educational programme in public schools (MBP hereinafter). One of the objectives sought by this programme, although not the only one, is to make the study of a foreign language accessible to students from economically less favoured families (who have greater difficulty in meeting the cost of private language tutoring). Consequently, our study aims to analyse whether, as proposed, students from disadvantaged socioeconomic backgrounds effectively participate in the MBP. To comply with this objective, we estimate a logit model directed at identifying which factors influence the selection of a bilingual public school by families. The results obtained reveal that the MBP has led to the sorting of students by socioeconomic and cultural status, causing cream skimming within the public education sector in Madrid.