scholarly journals Between-School Ability Tracking and Ethnic Segregation in Secondary Schooling

Social Forces ◽  
2018 ◽  
Vol 98 (1) ◽  
pp. 119-146 ◽  
Author(s):  
Hanno Kruse
Keyword(s):  
Secondary School ◽  
School System ◽  
Regional Variation ◽  
Unique Feature ◽  
School Reforms ◽  
School Systems ◽  
Ethnic Segregation ◽  
Secondary Schooling ◽  
Spatial Sorting ◽  
Prior Achievement

Abstract Between-school ability tracking—the assignment of students to different school types based on their prior achievement—is usually associated with increased ethnic segregation across schools. This article argues that stronger between-school ability tracking is not only associated with stronger ethnic sorting into school types, thus increasing segregation. At the same time, it hampers majority flight, majority members’ avoidance of exposure to minority members, thus decreasing segregation. To identify the two-fold effect of tracking the article exploits a unique feature of the German secondary school system: regional variation in the strength of between-school ability tracking. Analyses rely on administrative data entailing geocoded information on all secondary schools in Germany in 2008/2009. Results corroborate expectations of a two-fold effect: there is indication that between-school ability tracking increases segregation via more sorting into tracks while at the same time decreasing it via less school sorting within each track and via less spatial sorting. This suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected.

scholarly journals Between-School Ability Tracking and Ethnic Segregation in Secondary Schooling

2019 ◽  
Author(s):  
Hanno Kruse
Keyword(s):  
Secondary School ◽  
School System ◽  
Regional Variation ◽  
Unique Feature ◽  
School Reforms ◽  
School Systems ◽  
Ethnic Segregation ◽  
Secondary Schooling ◽  
Spatial Sorting ◽  
Prior Achievement

Between-school ability tracking—the assignment of students to different school types based on their prior achievement—is usually associated with increased ethnic segregation across schools. This article argues that stronger between-school ability tracking is not only associated with stronger ethnic sorting into school types, thus increasing segregation. At the same time, it hampers majority flight, majority members’ avoidance of exposure to minority members, thus decreasing segregation. To identify the twofold effect of tracking the article exploits a unique feature of the German secondary school system: regional variation in the strength of between-school ability tracking. Analyses rely on administrative data entailing geocoded information on all secondary schools in Germany in 2008/09. Results corroborate expectations of a twofold effect: there is indication that between-school ability tracking increases segregation via more sorting into tracks while at the same time decreasing it via less school sorting within each track and via less spatial sorting. This suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Schulform- und Schulstrukturgarantien in den deutschen Landesverfassungen

2019 ◽  
Author(s):  
Jonas Köster
Keyword(s):  
Secondary School ◽  
School System ◽  
The State ◽  
Education Law ◽  
School Systems ◽  
State Law ◽  
State School ◽  
State Constitutions ◽  
Federal Constitution ◽  
German States

Should the state school system separate different students into different schools by their level of intelligence? The book analyses and compares the constitutional regulation of the secondary school systems in the 16 German states. As education law is state law in Germany, the federal constitution (Grundgesetz) is much less important in this area than the 16 state constitutions.

scholarly journals School Principals as Jugglers

2019 ◽  
Author(s):  
Jurica Pavicic
Keyword(s):  
Secondary School ◽  
Labor Force ◽  
School System ◽  
School Principals ◽  
Daily Basis ◽  
School Systems ◽  
Management Knowledge ◽  
High Level ◽  
Primary And Secondary School

At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.

scholarly journals Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

2015 ◽  
Vol 16 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Bettina Büttner ◽  
Stephan L. Thomsen
Keyword(s):  
Secondary School ◽  
German Literature ◽  
Educational Choice ◽  
Negative Effects ◽  
Secondary Schooling ◽  
German States ◽  
Tenth Grade ◽  
School Duration ◽  
The Impact ◽  
Academic Content

Abstract During the last decade, most of the German states have abolished the final year of higher secondary schooling while keeping academic content almost unaltered. We evaluate the effects of the reform in Saxony-Anhalt for the double cohort of graduates in 2007. In 2003, the 13th year of schooling was eliminated for students in grade 9, while tenth grade students were unaffected. This provides a natural experiment for analyzing the impact on schooling achievements and educational choice. We find negative effects on grades in mathematics, but no effects in German literature. Moreover, a significant share of females were found to delay university enrollment.

Education and Anti-Immigration Attitudes: Evidence from Compulsory Schooling Reforms across Western Europe

2018 ◽  
Vol 113 (1) ◽  
pp. 254-263 ◽  
Author(s):  
CHARLOTTE CAVAILLE ◽  
JOHN MARSHALL
Keyword(s):  
Secondary School ◽  
Western Europe ◽  
Future Research ◽  
Compulsory Schooling ◽  
Far Right ◽  
Secondary Schooling ◽  
Low Levels ◽  
Immigration Attitudes ◽  
Post War

Low levels of education are a powerful predictor of anti-immigration sentiment. However, there is little consensus on the interpretation of this correlation: is it causal or is it an artifact of selection bias? We address this question by exploiting six major compulsory schooling reforms in five Western European countries—Denmark, France, Great Britain, the Netherlands, and Sweden—that have recently experienced politically influential anti-immigration movements. On average, we find that compelling students to remain in secondary school for at least an additional year decreases anti-immigration attitudes later in life. Instrumental variable estimates demonstrate that, among such compliers, an additional year of secondary schooling substantially reduces the probability of opposing immigration, believing that immigration erodes a country’s quality of life, and feeling close to far-right anti-immigration parties. These results suggest that rising post-war educational attainment has mitigated the rise of anti-immigration movements. We discuss the mechanisms and implications for future research examining anti-immigration sentiment.

scholarly journals Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past

2015 ◽  
Author(s):  
Heather E. McGregor
Keyword(s):  
School System ◽  
Student Experience ◽  
Educational Policies ◽  
School Systems ◽  
Residential School ◽  
Regional Variability ◽  
The Past ◽  
Canadian North ◽  
The North ◽  
Educational Histories

RésuméAlors que les marques profondes laissées par le système d’écoles résiduelles du Nord canadien refont surface, il est important de poursuivre l’étude des politiques en matière d’éducation en parallèle avec les expériences vécues par les élèves dans des lieux et des contextes d’instruction variés. Dans le cas des Inuits, cette recherche fut incomplète. L’auteure avance qu’il faut approfondir les études sur l’implication du gouvernement fédéral dans les premiers systèmes d’éducation dans les Territoires. Ces travaux devraient prendre en compte les disparités locales et régionales ainsi que les expériences des élèves. En mettant l’accent sur les contradictions et les différents impacts causés par l’éducation dans ces communautés dans le passé, et notamment sur les enseignants sans expérience de la vie nordique, cela permettrait de trouver des manières pour décoloniser l’éducation de nos jours.   AbstractAs the widespread and deep impressions left on the Canadian North by the residential school system come to light, it is also important to continue examining educational policies alongside the experiences of students throughout a range of schooling sites and forms. Such research on Inuit schooling has been insufficient. I argue that more detailed educational histories of the federal and early territorial school systems should feature local and regional variability in implementation of policy and in student experience. Illuminating the inconsistent and multifaceted ways education affected communities in the past, particularly for teachers new to the North, serves to illustrate the ways education in the present necessitates decolonizing.

scholarly journals We matter too: Black women and their experiences due to applied streaming in the Ontario secondary school system

2021 ◽  
Author(s):  
Marlesa Olivia Ward
Keyword(s):  
Black Women ◽  
Secondary School ◽  
School System ◽  
Life Experiences ◽  
Black Females ◽  
Qualitative Research Study ◽  
Greater Toronto Area ◽  
Women's Narratives ◽  
Black Canadian ◽  
Educational Field

This narrative and arts-based qualitative research study examines life experiences of Black women due to applied streaming in the Ontario secondary school system through an Anti-Black Racism (ABR) and a Black Canadian Feminism framework Two Black women adults in Toronto or the greater Toronto area who went to an Ontario secondary school in the past and were streamed into applied courses were interviewed. Also, an expert in the educational field was interviewed to bring in insider knowledge about social workers role with respect to streaming. ABR and Black Canadian Feminism helped to gain an appropriate and detailed understanding of what Black females experiences look like. Black Canadian Feminism allowed for Black women’s stories to finally be heard and valued. The data was analyzed via line by line analysis which captures every topic and discourse in order to display a proper portrayal of Black women’s narratives.

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