Educational actions to address cultural diversity are based upon identifying specific groups defined using socio-cultural differences; in doing that, they essencialize, classify and hierarchize these characteristics, due to principles of cognitive and organizational simplification, on the one hand, and, on the other, to the fact that schools have to accommodate to the dominant socio-economic context who is -in turn- reproducing the social structure of inequality. This type of approach to diversity is in fact maintained because it is useful to educational institutions. Nevertheless, research shows that success or failure in the education system is strongly tied to socio-economic variables, and this fact challenges the influence of school in educational results. Since one of their main objectives is to provide equal opportunities for all, schools are facing a difficult paradox, and this paradox is forcing them to improve educational processes to reach quality and equity at the same time.
The Movement of Effective School Improvement is trying to gain better knowledge regarding which are the necessary improvements to be done in schools to reach those goals, and how they should be implemented. It comes from two previous approaches (Effective School and School Improvement), the merging of which is discussed in this paper. We argue that some of the basic divergences who have not been solved, together with the impact of international comparison of educational results, have advanced two different –and very difficult to integrate- research lines. One of them has to do with developing methodologies to measure school efficacy, and the other one deals particularly with improving democracy in schools.
In line with the last mentioned approach, and also in tune with Intercultural Education proposals, our text challenges the concept of “Added Value” as inadequate to understand diversity, claiming instead that it is necessary to recapture the ethic-political debate on educational goals as the baseline to improve schools.

Diversidad cultural, Eficacia Escolar y Mejora de la escuela: encuentros y desencuentros en un contexto de pérdida del sentido social de la educación

Se realizA³ un estudio con alumnos universitarios de la UPVT, con el objetivo de identificar los factores que inciden en su rendimiento acadA©mico, se examinan sus contextos universitario y familiar, sus percepciones acerca del apoyo que les brinda su familia, los problemas que enfrentan en su proceso acadA©mico, las expectativas propias y las familiares hacia su carrera. Se aplicA³ un cuestionario a una muestra de 348 estudiantes y los datos revelan que existe relaciA³n entre el apoyo que los estudiantes perciben y su desempeA±o acadA©mico, asA­ como la importancia que tiene el incluir a la familia para promover y elevar el rendimiento acadA©mico, y abatir el abandono de sus estudios. Se proponen algunas actividades para lograr la participaciA³n de la familia en el rendimiento acadA©mico de los estudiantes a fin de coadyuvar a mejorar su desempeA±o.

Factores que inciden en el rendimiento acadã‰mico de los estudiantes de la universidad politã‰cnica del valle de toluca

Academic success and excellence in marks are not only due to the students’ intrinsic abilities or skills. A multitude of contextual variables is involved in the teaching and learning process. This study identifies and analyses the contextual variables that most significantly affect students’ academic performance. We used census data from the ESCALA tests and context questionnaires for the 2016/17 school year, both carried out by the Andalusian Agency for Educational Assessment. Hierarchical Linear Models were used in the data analysis, as they facilitate the control and description of contextual factors. In addition, differences in performance were studied according to the contextual variables that the family dimension encompasses. At all times, a contextualised cross-sectional perspective was considered, taking as a criterion the covariates with significance values lower than 0.01 in the multilevel models and contrast tests. Finally, a list of contextual variables contributing to the explanation of performance is presented. The socio-economic and cultural conditions of families, their expectations towards their children’s education, and their level of involvement in schools have a significant influence on the academic success of primary school students. Academic success is higher among students with families who play an active role and have positive expectations regarding learning.

Carla Ortiz-de-Villate

Papers

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study