In European Education's most recent edition, two of the papers highlighted education in Spain. Laura C. Engel's paper "Steering the National: Exploring the Education Policy Uses of PISA in Spain" presents findings from a recent study of the education policy uses and impact of international large-scale assessments. The findings from her paper add to a growing body of scholarly work looking at the ways that international assessments guide education policy within national spaces.
Ariadne Runte-Geidel and Pedro Femia Marzo have written a paper examining the use of shadow education by students in Spain over a ten-year period at the turn of this century. They look specifically at the number of students that use this shadow education system and the way that it has evolved during this period. Their study helpfully contrasts the data on the use of extra classes with the socioeconomic profile of students and other indicators of social inequality.
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