Browsing by Author "Edvinsson, Pontus"

Socio-economic segregation has been increasing in Helsinki for decades and the relation between socioeconomic factors and educational outcomes have been discussed frequently recently and have been an important topic for politicians and researchers. An increasing segregation and dwindling school results in the more disadvantaged areas of Finland have been connected in various reports. The main objective in this master’s thesis is firstly to investigate the spatial socio-economic differences between school catchment areas of the 26 municipalities in the Uusimaa region. And secondly, the relationship between educational outcomes and socio-spatial segregation in Uusimaa, as the former research evidence has only documented the socio-spatial differentiation within the municipalitan core of the region. The aim is to analyze the relationship of the four different socio-economic variables of basic level education, higher education, unemployment and low income households in each school catchment area and present them with help of four different maps created in GIS. Lastly data consisting of educational outcomes from first year pupils (N=1 920) from 41 different schools in the Uusimaa region provided by Kansallinen koulutuksen arviointikeskus were analysed. The data consisted of two standardized tests, one regarding mathematics and one about the finnish language. These two tests were part of a longitudinal evaluation which started in the fall of 2018. The core finding of this study is that Helsinki is by far the area with the largest socio-economic differences between the school catchment areas in the Uusimaa region, where eastern Helsinki often displayed low socio-economic levels and where western Helsinki and southern Espoo often presented a high socio-economic level compared to the rest of the Uusimaa region. And that the educational results regarding the Finnish language had a stronger correlation with the socio-economic data compared to the mathematical educational outcomes. These findings offer new insights for Finnish educational policies and demonstrate the need for supporting schools in disadvantaged neighbourhoods in different types of urban and rural areas.