School Segregation and Meritocracy

Abstract

School segregation is a complex problem of a multifactorial nature, the causes of which are associated with factors exogenous to the education system, such as residential or territorial segregation, which is a reflection of the high levels of social segmentation that affect the vast majority of countries in the region. But it also has to do with factors associated with the design of education policies based on quasi-market models, which have encouraged the privatisation of education, competition between schools for learning outcomes and free choice, even favouring selective access mechanisms based on socio-economic criteria, academic performance and ethno-cultural background. All of these policies have undoubtedly contributed to generate high levels of segregation (Murillo, Duk, Martínez-Garrido, 2018).

Among the factors mentioned, one of the aspects that has been little analysed is the role of selection in school segregation. From the perspective of the right to education and inclusion, selection practices are a type of discrimination that not only limit students' opportunities, affect their dignity and the right of families to choose the education they want for their children, but also generate segmentation in education systems. Moving towards equal access systems should be a public policy priority and one of the first measures of this policy should be to eradicate all forms of arbitrary selection that undermine the right to education and equal opportunities.