Template-Type: ReDIF-Article 1.0 Author-Name: Leopoldo José Cabrera Rodriguez Title: Desigualdad social, rendimiento y logro educativos en España (1990-2012): Los desequilibrios regionales aumentan Abstract: RESUMEN:En este trabajo se sostiene que el nivel educativo de la población y su renta están diferenciadamentepresentes en la España de las Comunidades Autónomas entre 1990 y 2012. Estosindicadores se relacionan positivamente con el desigual rendimiento educativo de los estudiantes enla enseñanza obligatoria, generando consiguientemente una disparidad regional nueva, al alza, en lastasas netas de escolarización postobligatoria. Estas tasas, a su vez, incrementan la probabilidad deacceso y logro educativo de la población en la enseñanza superior, generando, nuevamente al alza,más desigualdad regional. La consecuencia general de todo ello es el aumento de la divergenciaautonómica regional con el paso de los años si no se plantean políticas educativas y/o socialesencaminadas a su corrección.ABSTRACT:This article analyzes the relationship between social inequality and educational attainment, and educational performance, in Spain between 1990 and 2010 by the different Spanish regions. The hypothesis that we maintain is the following: the educational performance of students at the regional level in Spain, at one point (1990), is very different and is affected by income and educational level of its population, becoming visible in both suitability rates at 15-year-old compulsory education as enrolment rates in post-secondary education and tertiary education, generating a new regional and unequal educational attainment of the population (obtaining degrees). In turn, the educational attainment is strongly correlated with the income of the population and creates a new regional inequality over time. We argue that the passage of years has favored the spread of schooling and educational attainment for more people in all regions have declined substantially without differences and imbalances between them, finding two distinct Spains: North Central without Galicia (Madrid, Castilla y León, Cantabria, Asturias, Basque Country, Navarra, La Rioja, Aragon and Catalonia) and the South (Andalusia, Extremadura, Castilla La Mancha, Murcia, Valencia, Balearic Islands and the Canary Islands) with Galicia.             We know that regional inequality analysis carried out in Spain between 1980 and 2000 is mainly used as an indicator of the level of education of the population studies that had broken down because of its link with the world of work (active, employed, unemployed) and / or activity economic sectors (agriculture, industry, services). So Mas et al. (1995, 2002), based on the Labour Force Survey of 1964 and the initial horizon in 1992 and then another in 2000, and Villar and Soler (2002) conclude that in the period 1990-2000 years of schooling of the population grow in all regions and converge in the middle levels, but not in the upper.             Herrero, Soler and Villar (2004) added to the educational level of the population combined enrolment rates at different levels of education, thus creating the composite indicator of educational level, in addition to other income and other health, form the HDI (Human Development Index) region of Spain in the period 1980-2000, following the protocol established by the UN in 1990. These researchers conclude that both the provincial and regional levels, the differences in origin (1980) and term (2000) are shorter, but persist distances between communities to almost reproduce the map of the two Spains. Also calculated the years of delay / advancement with the Spanish regions in HDI, finding Murcia, Andalusia and Extremadura in 2000 with eight years of delay compared to the average of Spain, Castilla La Mancha and the Canary Islands, six, Valencia and Galicia, four, leaving Asturias and the Balearic Islands in the state average, without delay or advancement, while above Castilla León and Cantabria are three years ahead, Catalonia, Aragon and La Rioja with four, Navarra and the Basque Country with eight Madrid with nine years ahead of the Spanish average.             In recent years other educational indicators have appeared in analysis in the face of new approaches to of education policy, both at European Community and Spanish levels. This is the case of early school leavers (school dropout rate) and the percentage of graduates of the youth population (30-34 years) as part of the European Union Strategy 2020. These indicators are closely related to the success / failure rates in compulsory school and post-secondary schooling and condition a lot the post-obligatory education and the gaining of titles. Recent research shows large regional differences in the success / failure rates in school in the Spanish regions, reproducing the image of regional inequality in the HDI: good in the Center (Madrid) and the North, and poor performance in the South (Pérez-Esparrells and Morales, 2012). These objectives of the European Union, made by Spain, involve an investment that returns to education among Spanish regions, as the North Central allocate more than the Southern (De la Fuente, 2006) adversely affecting academic failure and regional convergence funds (Mora, Escardíbul and Espasa, 2010; Martínez, 2012).             Another series of studies of regional educational inequality arises from the extension and application of international tests PISA (Programme for Indicators of Student Attainment) external evaluation of 15-year-old students in the OECD countries. The PISA program starts in 2000 and is repeated every three years. The interest generated by these tests in Spain has been enormous, to the point that in the 2009 edition, 14 regions participated in PISA own and significant probability samples, thus entering a new dimension in the analysis of regional inequality. To this we can add diagnostic assessments (EGD) in the 2nd year of secondary education (ESO) developed in Spain in 2009 and 2010 that were conducted by the National Institute for Educational Evaluation. Escardíbul and Mora (2012) have explored this way. They have found that there is a strong association for most Spanish regions, between results in PISA OECD and EGD, and that higher levels of spending, smaller class sizes and teachers are positively related to higher scores on the EGD and with lower levels of school failure "administrative" (not graduating ESO).             The EGD 2010 evaluates nearly 30,000 students from all over Spain with probability samples clustering in all regions. The results of these tests show significant differences in language, mathematics and physical knowledge (not so much in social and civic skills) between (each of) the regions: Navarra, Madrid, Basque Country, Castile and León, La Rioja and Asturias, have significant variations in language, mathematics and knowledge over Andalusia, the Canary Islands, Valencia, Extremadura, Galicia, leaving the others up or down, but within established confidence limits for the mean (MEC, 2011). The results of these tests in Spain EGD2010, globally and regionally, give high correlations with the results of PISA 2009 and suitability rates (percentage of students in the course is typical for their age, therefore, which has not been repeater). This allows the use of rates of suitability as regional educational attainment indicator from the (course) 1992-93 school year(when regional data are indicator) 2009-10 and relate to their records with other indicators of education and income. In this way we address regional inequality analysis integrating the different dimensions followed in investigations to see if regional convergence is actually an illusion. As far as we know, it seems that, whatever the model applied and educational indicators and / or socioeconomic elected, the result of regional disparities in Spain will remain unchanged over time, which creates a regional inequality endemic structural.             In our case and in accordance with the proposed hypothetical reasoning we use the following indicators, each giving information on every stage of the plot sequence: 1. Percentage of population completing tertiary education (ISCED ≥ 5). 2. Enrolment rates in tertiary education. 3. GDP per capita and household disposable income. 4. Suitability rates at age 15.             For each indicator, the data presented in evolution of the Spanish regions and the average figure of Spain, as well as correlations between indicators.             The main results we found are: 1. The tertiary education level of the population in Spain has improved over the years in all regions, while the regional disparity between the two Spains is increasing: the Centre-North and the South. 2. The close association between educational attainment and income anticipated that the regional GDP pc portrayed the two Spains, as indeed observed. It is the same for the household gross disposable income. 3. Analysis of net enrolment rates of 18 to 22 years reflects the consistency of the effects of unequal schooling time regional perspective. 4. The evolution of suitability rates for each region is very similar to the behaviour observed by the evolution of the Spanish average suitability rate, but always from disparate positions both at the origin of the comparison as at the end of it: low rates of suitability in the South and the best in the Centre-North. 5. There is a close relationship between the values ​​of the proportion of the population with secondary over GDP pc, with net enrolment rates of 18-22 college years with approval rates at 15-year-old for regions regardless of made reference year. So that, for any year in question, the best results are found in Navarra, Madrid and the Basque Country, while the worst, and for any relevant year, are in Extremadura, Castilla La Mancha, Balearic Islands (except in the GDP- per capita), Andalusia, Murcia and the Canary Islands (except GDP per capita).

            In the concluding chapter we emphasize that there has not been regional convergence between 1990 and 2010. In this period of time we found unequal access to education by Spanish regions and educational attainment. The regional educational inequality is also in evidence, much in the educational attainment of the population, net enrolment rates in tertiary education and suitability rates. Reducing regional imbalances can only seem to have effect with a sustained increase in investment in education in the poorest regions in order to alleviate the unequal first suitability rates after improving enrolment rates in post-secondary and tertiary education, educational attainment and as a result, income, preventing a new and wider inequality in the Spanish regions, although within each region its citizens believe that things are improving because evidently they are. Classification-JEL: R1 Keywords: Desigualdad social, Desigualdad regional, Logro educativo, PIB per cápita, Tasas de escolarización, Rendimiento académico, Fracaso-Éxito escolar a los 15 años (Tasas de idoneidad), Comunidades autónomas, Social inequality, Regional inequality, GDP per cápita, Educational performance, Educational attainment, Success-Failure Schools at age 15, Enrolment rates, Spanish regions Pages: 15-49 Volume: 03 Year: 2013 File-URL: http://www.revistaestudiosregionales.com/documentos/articulos/pdf-articulo-2420.pdf File-Format: Application/pdf Handle: RePEc:rer:articu:v:03:y:2013:p:15-49