REICE 2020 - Volume 18, No 4
Socio-Economic Segregation Evolution at the Public Education in Uruguay

This paper seeks to measure educational segregation in Uruguayan public education centers in 2013-2019, according to the student’s level of vulnerability. In order to do this, equality and exposure indices are estimated (Dissimilarity; Gorard; Square root) and exposure (isolation) to analyze the level of student segregation in preschool, primary and lower secondary education (general and vocational). In 2019, the highest segregation associated with the equality dimension was found in preschool and primary, followed by lower secondary education. In all subsystems, the urban inland is the least segregated region. In all cases, segregation increases in the period. Considering the exposure, the most segregated subsystem is lower secondary education (vocational), Finally, it is found that segregation within regions explains almost all of it and increases its weight in the period in preschool, primary and vocational education, although the weight of segregation between regions increases in the case of general education. A marked territorial stamp could explain the greater segregation of preschool and primary. In vocational education, the higher proportion of vulnerability explains the higher values of the isolation index, despite having greater equality than in secondary education.

Key words
School segregation; Public education; Social insurance; Minority group; Uruguay.
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Ferrando, F., Hernández-Almeida, M., Oreiro, C., Seijas, M. N., & Urraburu, J. (2020). Evolución de la segregación socioeconómica en la educación pública de Uruguay [Socio-economic segregation evolution at the public education in Uruguay]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(4), 143-169.