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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