scholarly journals Determinants of the transition to upper secondary school: differences between immigrants and Italians

2021 ◽  
pp. 13-18
Author(s):  
Patrizio Frederic ◽  
Michele Lalla
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Living Conditions ◽  
Upper Secondary School ◽  
The European Union ◽  
Upper Secondary ◽  
Parabolic Form ◽  
School Differences ◽  
Lasso Method ◽  
Age Range

The determinants of the transition from lower secondary to upper secondary school of Italian and immigrant teenagers (16-19 age range) were identified joining the European Union Statistics on Income and Living Conditions (EU-SILC) and the Italian Survey on Income and Living Conditions of Families with Immigrants in Italy (IM-SILC) for 2009. A set of individual, family, and contextual characteristics was selected through the Lasso method and a Bayesian approach to explain the choice of upper secondary schooling (yes/no). The transition from the low secondary to upper secondary school showed a complex pattern involving many variables: compared to men, women did not prove to have any differences, many components of income entered the model in a parabolic form, education level and income of parents proved to be very important, as was their occupation. The contextual factors revealed their importance: the latter included the degree of urbanisation, the South macro-region, household tenure status, the amount of optional technological equipment, and so on. Differences between Italians and immigrants disappeared when family background and parental characteristics were taken into account.

scholarly journals Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track

2020 ◽  
Vol 9 (3) ◽  
pp. 262
Author(s):  
Kao Sovansophal ◽  
Shimizu Kinya
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Family Background ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Upper Secondary School ◽  
School Students ◽  
Factors Affecting ◽  
Upper Secondary ◽  
And Mathematics

Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

Upper secondary school tracking, labour market outcomes and intergenerational inequality in Denmark

2021 ◽  
Author(s):  
Jesper Fels Birkelund ◽  
Kristian Bernt Karlson ◽  
David Reimer
Keyword(s):  
Secondary School ◽  
Labour Market ◽  
Social Reproduction ◽  
Family Background ◽  
Upper Secondary School ◽  
Market Outcomes ◽  
Upper Secondary ◽  
Track Placement ◽  
Labour Market Outcomes ◽  
Educational Tracking

We study the relationship among family background, placements in upper secondary school tracks and labour market outcomes in the comprehensive welfare state of Denmark. We base our study on high-quality data from Danish administrative registers with a focus on the 1986 birth cohort, which allows us to examine very fine-grained measures of track placement in upper secondary schools. Our analyses show three results. First, upper secondary track placement is consequential for labour market outcomes, even after we control for the selection into tracks on pre-track academic performance and family background characteristics. Second, upper secondary track placement appears to affect labour market outcomes even net of higher education attainment. Third, educational tracking appears to play a role in intergenerational social reproduction net of family background-based skill gaps, suggesting that track choice help maintain inequalities across generations. We discuss the implications of our findings for the literature on educational tracking.<br /><br />Key messages<br /><ul><li>Upper secondary school tracking is relevant for labor market outcomes in Denmark.</li><br /><li>Even after we control for pre-tracking academic performance and family SES tracking effects persist.</li><br /><li>Track placement seems to affect labor market outcomes net of higher education attainment.</li><br /><li>Educational tracking appears to play a role in intergenerational social reproduction net of family background-based skill gaps.</li></ul>

Is university education worth the investment? The expectations of upper secondary school seniors and the role of family background

2016 ◽  
Vol 29 (2) ◽  
pp. 113-159 ◽  
Author(s):  
Giovanni Abbiati ◽  
Carlo Barone
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Drop Out ◽  
University Education ◽  
Quality Data ◽  
High Status ◽  
Upper Secondary School ◽  
Economic Returns ◽  
Information Barriers ◽  
Upper Secondary

This study assesses students’ expectations about the profitability of the investment in university education. We consider Italy as a test case and provide fresh high-quality data on students’ expectations concerning the costs, economic returns and chances of success of this investment. These are compared with data on the corresponding actual values. We find that the estimates provided by upper secondary school seniors are highly inaccurate, highly uncertain and systematically biased. Students overestimate the returns to university degrees, while they are over-pessimistic regarding university costs and drop-out risks. These results confirm previous studies on perceived university costs, but they challenge the dominant view that students can realistically forecast graduate earnings. We trace this discrepancy to two methodological shortcomings of several previous studies on expected graduate earnings. Moreover, we find that information barriers are not equally distributed among social groups. High-status students overestimate the economic returns to university more, and they are more optimistic regarding their chances of success in Higher Education, even after allowing for their higher objective returns and chances of success. Our interpretation of the importance of information barriers focuses on the interaction between cognitive biases and institutional constraints.

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