@article{c4ca5a383be84ec6b31e2738e59f9367,
title = "School and class segregation in Portugal: The role of academic and socioeconomic backgrounds",
abstract = "We examine segregation of low-achieving, immigrant, and low-socioeconomic status students (grades 1–12), across 5,000 Portuguese public schools in all 278 mainland municipalities, over a decade (2006/07-2016/17). The density-corrected dissimilarity index is used to assess school-segregation within municipalities and class-segregation within schools, the latter a segregation dimension under-explored in the literature. School-segregation was mild and stable but higher in primary education, reflecting small school-catchment-areas and residential patterns. Class-segregation was similarly mild and stable, though more pronounced in upper-secondary education–especially for low-achievers–likely due to academic tracking. The study highlights how school choice and tracking shape segregation patterns.",
keywords = "class, immigrant, low-achiever, school, segregation, SES",
author = "Jo{\~a}o Firmino and {Catela Nunes}, Lu{\'i}s and {de Almeida}, S{\'i}lvia and Susana Batista",
note = "Funding Information: We thank DGEEC - Ministry of Education of Portugal for providing the data. We thank Ana B. Reis and participants of 46 F\u00F3rum Estat\u00EDstico and of Nova SBE PhD research group for helpful comments. Jo\u00E3o Firmino acknowledges a PhD scholarship from Funda\u00E7\u00E3o para a Ci\u00EAncia e a Tecnologia (grant SFRH/BD/122573/2016); S\u00EDlvia de Almeida and Lu\u00EDs Catela Nunes acknowledge support from EPIS - Empres\u00E1rios pela Inclus\u00E3o Social within the scope of the project \u2018Inclus\u00E3o ou discrimina\u00E7\u00E3o? Da an\u00E1lise dos resultados escolares \u00E0s estrat\u00E9gias para o sucesso dos alunos com origem imigrante\u2019. This work was funded by Funda\u00E7\u00E3o para a Ci\u00EAncia e a Tecnologia (UID/ECO/00124/2019, UIDB/00124/2020 and Social Sciences DataLab, PINFRA/22209/2016), POR Lisboa and POR Norte (Social Sciences DataLab, PINFRA/22209/2016). The views expressed here are solely those of the authors. Any errors are our own responsibility. Publisher Copyright: {\textcopyright} 2025 Taylor & Francis Group, LLC.",
year = "2025",
doi = "10.1080/15582159.2025.2491844",
language = "English",
journal = "Journal of School Choice",
issn = "1558-2159",
publisher = "Routledge | Taylor & Francis Group",
}