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Remedial education for primary-school children: a useful measure for immigrant pupils?

Marisa Hidalgo, Universidad Pablo de Olavide; Marianna Battaglia, Universidad de Alicante
Project selected in the Call to support social research projects: vocational training, early school leaving and job insecurity

Early school leaving is a critical issue in Spain. Remedial education programmes aimed at students with poor academic performance and from disadvantaged socioeconomic backgrounds could be a suitable policy for tackling this problem. First-generation immigrant pupils represent an important proportion of these students. This article shows that these interventions are only effective at those schools where pupils of these characteristics do not total over 50% of all pupils.
Key points
  • 1
       Early school leaving is one of the main problems in education in Spain, and it has a greater impact among students from disadvantaged groups (with the rate rising to 35.7% for immigrants versus 14.7% for native pupils in 2019).
  • 2
       Remedial education programmes aim to improve the results of students originating from disadvantaged backgrounds and whose academic performance is poor: the schools that run them have higher numbers of pupils who are repeaters and of immigrants, lower education levels among parents, and low socioeconomic levels among families.
  • 3
       Remedial education programmes run at primary schools in Madrid are only beneficial for immigrant pupils if the total proportion of immigrants in the participating groups is not very high.
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