Social Inequality and Academic Achievement Trajectories of Schoolchildren in the City of Córdoba, Argentina
DOI:
https://doi.org/10.14409/ie.v0i13.9881Keywords:
social inequalities, academic performance, trajectories, childhood, primary schoolAbstract
In a context of poverty but with a high schooling rate, this work is intended to elucidate if children in
Córdoba, Argentina, show differences in their academic
achievement (AA) trajectories associated with socioeconomic characteristics. A prospective cohort study was
conducted with schoolchildren, in which annual measurements of AA and baseline measurements of social
characteristics were collected: sex, mother’s educational
level, parental occupational stratum, socioeconomic
level (SEL) and intellectual capacity (IC). Four categories
were defined for academic achievement trajectories
according to their scores obtained in the subjects of Language and Mathematics at the beginning and end of the
conducted analysis, and in relation to their promotion
or not to the next grade by the end of each school year.
The four categories for trajectories were: distinguished,
satisfactory, regular, and unsatisfactory. Binomial and
multinomial logistic regression models were used to
examine the presence of social inequalities. Significant differences were found in academic achievement
trajectories depending on the studied socioeconomic
variables, whose effects were not independent of the
intellectual capacity. Intellectual capacity was strongly
associated with mother’s educational level, parental
occupational stratum, and SEL. The influence of social
inequalities on intellectual capacity and academic
achievement trajectory was proved.
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