{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,12]],"date-time":"2026-03-12T20:25:31Z","timestamp":1773347131650,"version":"3.50.1"},"reference-count":36,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2019,11,10]],"date-time":"2019-11-10T00:00:00Z","timestamp":1573344000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>A central goal of the Portuguese compensatory education program\u2014Territ\u00f3rios Educativos de Interven\u00e7\u00e3o Priorit\u00e1ria (TEIP)\u2014is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps\u2014as measured by grades in national exams\u2014relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEIP schools relative to non-TEIP schools, as these are a proxy for students\u2019 desire to proceed into higher education. The analysis points to a general failure of the program in reducing the gap between TEIP and non-TEIP public schools regarding academic performance. In addition, the proportion of national exams undertaken in TEIP schools has been decreasing. These results question TEIP\u2019s ability not only to enhance academic performance, but also to drive students into higher education.<\/jats:p>","DOI":"10.3390\/educsci9040270","type":"journal-article","created":{"date-parts":[[2019,11,12]],"date-time":"2019-11-12T04:07:07Z","timestamp":1573531627000},"page":"270","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools\u2019 Performance Gaps? A 15-Year Quantitative Analysis of National Exams"],"prefix":"10.3390","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8504-2426","authenticated-orcid":false,"given":"H\u00e9lder","family":"Ferraz","sequence":"first","affiliation":[{"name":"Educational Research and Intervention Center, Faculty of Psychology and Educational Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4309-5906","authenticated-orcid":false,"given":"Tiago","family":"Neves","sequence":"additional","affiliation":[{"name":"Educational Research and Intervention Center, Faculty of Psychology and Educational Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4489-2384","authenticated-orcid":false,"given":"Gil","family":"Nata","sequence":"additional","affiliation":[{"name":"Educational Research and Intervention Center, Faculty of Psychology and Educational Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2019,11,10]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"19","DOI":"10.14712\/23363177.2018.231","article-title":"How should we respond to the continuing failure of compensatory education","volume":"2","author":"Power","year":"2008","journal-title":"Orb. 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