Editing School socioeconomic segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
2007<br>
Italy
===== Definition ===== 

School socio-economic segregation refers to the division and separation of students based on their socio-economic status at school. This segregation can occur in various ways, such as through residential segregation or the allocation of resources and opportunities within a school or school district.

One form of school socio-economic segregation is residential segregation, where communities or neighborhoods are divided based on income levels. This can result in schools being predominantly attended by students from lower-income families or higher-income families. This type of segregation is often perpetuated by factors such as housing affordability, zoning policies, and the availability of quality schools in different areas.

Within schools or school districts, socio-economic segregation can also occur due to the uneven distribution of resources and opportunities. For example, schools in wealthier areas may have more funding, newer facilities, advanced curriculum, extracurricular activities, and experienced teachers, while schools in lower-income areas may have limited resources and fewer opportunities for students.

Socio-economic segregation in schools can have significant consequences for students. It can contribute to unequal educational opportunities, where students from lower-income backgrounds may have limited access to resources, quality teachers, and educational programs. This can result in educational achievement gaps and hinder the upward mobility for students from disadvantaged backgrounds.

Additionally, socio-economic segregation can perpetuate social inequalities and limit interactions between students from different socio-economic backgrounds. This lack of interaction can lead to a lack of understanding, empathy, and awareness of different lived experiences, further deepening social divisions.

Efforts to address socio-economic segregation in schools include policies such as school integration, which aim to create more diverse school environments and provide equal educational opportunities for all students regardless of their socio-economic backgrounds. These efforts often involve implementing measures such as school district boundaries changes, magnet schools, or busing programs to promote diversity and reduce the concentration of poverty in certain schools.

However, addressing school socio-economic segregation is a complex issue that requires comprehensive strategies and collaboration among educators, policymakers, and communities. It involves tackling systemic inequities, investing in under-resourced schools, improving access to quality education, and promoting integration efforts that foster inclusive and equitable learning environments for all students.
===== Synonyms ===== 
The following terms are synonymous with school socioeconomic segregation:

socioeconomic school segregation.

References and literature addressing this segregation form under these synonymous terms can be found below.
==See also== 
==Related segregation forms==
School socioeconomic segregation is frequently discussed in the literature with the following segregation forms: 

[[school segregation]], [[social segregation]], [[socioeconomic segregation]], [[residential segregation]]
[[File:school_socioeconomic_segregation.png|780x780px]]

This visualization is based on the study [[Segregation_Wiki:About| The Multidisciplinary Landscape of Segregation Research]]. 

For the complete network of interrelated segregation forms, please refer to: 

* [https://tinyurl.com/2235lkhw First year of publication] 

* [https://tinyurl.com/2d8wg5n3 Louvain clusters] 

* [https://tinyurl.com/223udk5r Betweenness centrality] 

* [https://tinyurl.com/244d8unz Disciplines in which segregation forms first emerged (Scopus database).] 
==References== 
==Notes== 
<references /> 
{{NoteAI}} 
==School socioeconomic segregation appears in the following literature== 

Dronkers J., Levels M. (2007). Do school segregation and school resources explain region of origin differences in the mathematics achievement of immigrant students?. ''Educational Research and Evaluation'', ''13''(5), 435-462. https://doi.org/10.1080/13803610701743047

Goza F., Ryabov I. (2009). Adolescents' educational outcomes: Racial and ethnic variations in peer network importance. ''Journal of Youth and Adolescence'', ''38''(9), 1264-1279. https://doi.org/10.1007/s10964-009-9418-8

Elacqua G. (2012). The impact of school choice and public policy on segregation: Evidence from Chile. ''International Journal of Educational Development'', ''32''(3), 444-453. https://doi.org/10.1016/j.ijedudev.2011.08.003

Krüger N. (2013). Social segregation and educational attainment inequality in Argentina; [Segregación social y desigualdad de logros educativos en Argentina]. ''Education Policy Analysis Archives'', ''21''(), -. https://doi.org/

Palardy G.J. (2013). High School Socioeconomic Segregation and Student Attainment. ''American Educational Research Journal'', ''50''(4), 714-754. SAGE Publications Inc..https://doi.org/10.3102/0002831213481240

Valenzuela J.P., Bellei C., de los Ríos D. (2014). Socioeconomic school segregation in a market oriented educational system. The case of Chile. ''Journal of Education Policy'', ''29''(2), 217-241. https://doi.org/10.1080/02680939.2013.806995

Yuxiao W., Chao H. (2017). School Socioeconomic Segregation and Educational Expectations of Students in China’s Junior High Schools. ''Social Sciences in China'', ''38''(3), 112-126. Routledge.https://doi.org/10.1080/02529203.2017.1339449

Calquin C.C., Farris M., Patuelli K.R. (2017). Discussing school socioeconomic segregation in territorial terms: the differentiated influence of urban fragmentation and daily mobility; [Discutir la segregación socioeconómica escolar en términos territoriales. La influencia diferenciada de la fragmentación urbana y la movilidad cotidiana]. ''Investigaciones Geograficas'', ''2017''(92), 34-50. Instituto de Geografia.https://doi.org/10.14350/rig.54766

Murillo F.J., Martínez-Garrido C. (2018). Impact of the economic crisis on school segregation in spain; [Incidencia de la crisis económica en la segregación escolar en España]. ''Revista de Educacion'', ''2018''(381), 67-93and61. Ministry Education and Science.https://doi.org/10.4438/1988-592X-RE-2017-381-381

Prieto-Latorre C., Marcenaro-Gutiérrez O.D. (2022). Socioeconomic school segregation in Canary Islands. ''Applied Economics Letters'', ''29''(15), 1347-1351. Routledge.https://doi.org/10.1080/13504851.2021.1929820

Tan M. (2022). School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China. ''Social Psychology of Education'', ''25''(5), 1135-1155. Springer Science and Business Media B.V..https://doi.org/10.1007/s11218-022-09710-w

Perry L.B., Saatcioglu A., Mickelson R.A. (2022). Does school SES matter less for high performing students than for their lower performing peers? A quantile regression analysis of PISA 2018 Australia. ''Large-Scale Assessments in Education'', ''10''(1), -. Springer.https://doi.org/10.1186/s40536-022-00137-5