Rendimiento académico y ambiente social

Abstract

The present article analyzes the influence that variables such as parent´s educational level of attainment or occupation, level of income associated to the family´s area of residence, or kind of school (private vs. factors could account for the differenciated cognitive and perceptive schemata (habitus) that children develop to meet “the educational challenge”. To demonstrate such relations, statistical procedures are used. The data tested here has been collected from the average results that different schools taking part in CDI exam obtained in 2008 in the region of Madrid. This exam is held every academic year and organized by Consejería de Educación de Madrid (Madrid Office of Education) to evaluate if pupils under test match the official academic level required for the grade they are in. Our perspective is further different than that which only tends to stress psicological factors as the main explanatory cause, and which underlies the dominant discourses in education.