Social segregation in secondary schools. How does England compare with other countries?

Autor/inn/en	Jenkins, Stephen P.; Micklewright, John; Schnepf, Sylke V.
Institution	Deutsches Institut für Wirtschaftsforschung
Titel	Social segregation in secondary schools. How does England compare with other countries? Gefälligkeitsübersetzung: Soziale Segregation in weiterführenden Schulen. England im Vergleich mit anderen Ländern.
Quelle	Berlin (2006), 38 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	DIW Diskussionspapiere. 550
Beigaben	Tabellen 6; grafische Darstellungen 7
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
ISSN	1619-4535
Schlagwörter	Sozialer Faktor; Soziale Herkunft; Realschule; Fachoberschule; Gymnasium; Weiterführende Schule; Schüler; Industriestaat; Nachsozialistische Gesellschaft; Segregation; Soziale Klasse; Soziale Schicht; Berufsbildende Schule; Belgien; Deutschland; Nordamerika; Skandinavien; Ungarn; Österreich
Abstract	"We provide new evidence about the degree of social segregation in England's secondary schools, employing a cross-national perspective. Analysis is based on data for 27 rich industrialised countries from the 2000 and 2003 rounds of the Programme of International Student Assessment (PISA), using a number of different measures of social background and of segregation, and allowing for sampling variation in the estimates. England is shown to be a middle-ranking country, as is the USA. High segregation countries include Austria, Belgium, Germany and Hungary. Low segregation countries include the four Nordic countries and Scotland. In explaining England's position, we argue that its segregation is mostly accounted for by unevenness in social background in the state school sector. Focusing on this sector, we show that cross-country differences in segregation are associated with the prevalence of selective choice of pupils by schools. Low-segregation countries such as those in the Nordic area and Scotland have negligible selection in schools. High segregation countries like Austria, Germany and Hungary have separate school tracks for academic and vocational schooling and, in each case, over half of this is accounted for by unevenness in social background between the different tracks rather than by differences within each track." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2006/3