Di Paolo, AntonioChoi Mendizábal, Álvaro B. (Álvaro Borja)2015-04-142015-04-142014-12-010210-1173https://hdl.handle.net/2445/65003Drawing on PISA 2012 data, in this paper we study the impact of school's socio-economic composi-tion on the science test scores for Spanish lower-secondary education students. We adopt a semi-para-metric methodology that enables spillovers to affect all the parameters in the educational productionfunction. We also deal with the issue of endogenous students' sorting into schools with better socio-economic composition. The positive effect of school's socio-economic composition is stronger whencomputed using the semi-parametric approach, suggesting the relevance of slope effects of school com-position. However, the spillovers are substantially reduced when the endogenous sorting of students iscontrolled for.28 p.application/pdfeng(c) Instituto de Estudios Fiscales, 2014Política educativaEscolesSociologia del coneixementEducació secundàriaEducational policySchoolsSociology of knowledgeSecondary educationinfo:eu-repo/semantics/article6504772015-04-14info:eu-repo/semantics/openAccess