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1.
A key assumption of school choice and competition policies is that parents’ most important (if not only) priority when choosing a school is its quality. However, evidence about which of a school's attributes really drives parental choice is still scarce. We use census data from a parent questionnaire in Chile, a country with a national school choice and competition system, to describe the attributes most commonly considered by parents when choosing a school, and to assess how the probability of prioritizing those attributes varies with the parents’ socioeconomic characteristics, while controlling for other characteristics of the family. We find that parents choosing a school prioritize its proximity, its quality, and whether it provides religious education. Furthermore, the probability of parents prioritizing proximity is higher for parents of low socioeconomic status, while the probability of them prioritizing quality and religious education is higher for parents of high socioeconomic status. These findings show that only advantaged families choose schools based on their quality, and therefore school choice and competition policies may offer a limited benefit for disadvantaged pupils, possibly maintaining or reinforcing socioeconomic segregation in the education system. 相似文献
2.
ABSTRACTResearch into school choice has generally explored both the processes by which choices are made and the considerations that parents explore when making this important decision on behalf of their children. This article examines the secondary school choices of Jewish parents in the United Kingdom. It explores parents’ reasons for choosing to select Jewish faith secondary schools. We frame our arguments against the backdrop of the wider faith-school phenomenon in the UK, and as with the Christian communities, we find a disconnect between the small number of Jewish adults attending places of worship regularly and the growing number of Jewish children attending Jewish faith schools. We show that for many parents, schooling is synonymous with Jewish socialization, or enculturation; developing networks of Jewish friends, providing sufficient cultural resources to enable participation in Jewish life, and nurturing distinctive values. We show how Jewish schools have become more than places for academic advancement for these families; they have become the primary locus of Jewish community. 相似文献
3.
Using large-scale register data from Denmark in a difference-in-differences framework, I analyse whether systematic disparities between internal teacher scores and external exam scores in the school-leaving certificates are linked to pupil characteristics. Such differences may matter for post-compulsory education choices in school systems where external assessments are not available when these choices are made. I use sibling fixed effects methods to simulate changes in educational choices for disadvantaged groups if they were graded by their teachers as their advantaged peers. The results suggest that probabilities of enrolling in more ambitious tracks would increase across the whole ability distribution and for all disadvantaged groups. In particular, in the middle of the ability distribution the results predict an increase of 5% points in migrant pupils’ probability of enrolling in high-school. The corresponding increase for pupils with low educated parents is 4% points, closing 13% of the high-school enrolment gap to pupils with high educated parents. 相似文献
4.
Marie Caslin 《Support for Learning》2021,36(1):116-132
For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural difficulties label attached to them. This article will draw on the work of Parsons and Howlett (Permanent exclusions from school: A case where society is failing its children. Support for Learning, 11, 3, 109–112, 1996) to see how much, if any, progress has been made since the publication of their work which raised concerns regarding the exclusion processes employed in England. Drawing on the perspectives of pupils, parents and teachers, 13 in-depth case studies were developed, with emphasis placed on employing innovative and creative methods to hear the voices of young people. The findings revealed that young people, their parents and teachers feel the current education system continues to fail this group of young people. 相似文献
5.
Marios Vryonides 《Gender and education》2007,19(1):93-107
This article investigates the role of gender in educational choice‐making for post secondary school destinations in contemporary Cyprus. More specifically, it examines the cultural and ideological mechanisms that produce gender differentiation in the way educational choices are made by secondary school students and their families. Drawing on evidence from a qualitative investigation of parents of students graduating from secondary schools it supports that the unequal patterns observed can be partly explained by the diverse ways Cypriot parents perceive gender roles which in turn influence their willingness to invest economic and non monetary resources to support their children’s choices. 相似文献
6.
School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools
In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted. 相似文献
7.
Steve Strand 《School Effectiveness & School Improvement》2013,24(3):289-314
This study analyses the educational progress of an entire national cohort of over 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. There is also no evidence of differential effectiveness in relation to ethnic group; schools that were strong in facilitating the progress of White British pupils were equally strong in facilitating the progress of Black Caribbean pupils. There was some evidence of differential school effectiveness by pupil prior achievement, gender, and poverty, but the absolute sizes of the effects were small. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of “low quality” schools. 相似文献
8.
Maurice Crul 《European Journal of Education》2018,53(4):481-494
Most educational research examines school outcomes at certain stages or at the final stage of the school career. This article looks at the entire school career and the transition to the labour market. It focuses on key transitions to identify the educational institutional arrangements that either help or hinder school and labour market success among the most disadvantaged groups in the Netherlands: young people of Moroccan and Turkish descent. The Dutch educational system is one of the most complicated school systems in Europe. Consequently, parents and children have to make many ‘choices’ when navigating it. Many of these key ‘choice’ moments are selection points, either because they are not real choices but dependent upon a teacher’s recommendation or because parents and pupils need a great deal of information about the school system in order to make a choice. This usually results in inequalities for the most disadvantaged groups. Because selection is disguised as ‘choices’, the structural inequalities of the Dutch school system are not usually perceived as blocking mechanisms for disadvantaged students 相似文献
9.
Stability and Lability in Science Interest from Middle Schools to the Age of Science Choices (14 + )
Summaries English In parts of England and Wales, middle schools have been introduced for pupils of eight to 12 or nine to 13 years of age. From these they enter secondary schools whose general age of entry is 11. It is feared that the teaching of science in middle schools is inadequate and variable. This research has followed the science interests of pupils aged from 12 to 14 and investigated the factors that affect them by means of three questionnaires administered at yearly intervals. The first questionnaire was administered to almost 600 boys and girls mainly to explore their recollections of the science activities they had experienced or not done in the 52 middle schools from which they came. Their liking for science was also measured and each of the activities done or not done was correlated with it. There were activities which correlated positively and negatively with liking for middle‐school science. There were also sex differences, with boys showing greater interest in ‘physical science’ activities and girls in biological ones. The most remarkable finding was that for girls the higher correlating activities were not merely biological but botanical and they were deterred by some activities with animals. The second questionnaire after one year in the secondary schools, i.e. at 13 + , monitored the liking for chemistry, physics and biology taken by about 450 pupils. The third questionnaire was given at 14+ when these pupils had chosen to continue or abandon the further study of the three sciences. All the variables from the three questionnaires were then correlated with these science choices. Although the general influence of liking for middle‐school science had by then disappeared, certain specific middle‐school science activities still correlated significantly with science choices. The correlates of chemistry and physics choice were not exclusively physical science but included biological activities in which some measurement was involved, for example plant growth. There were sex differences. Previous activities with animals was detrimental to girls’ biology choices. A range of other factors had, however, altered pupils’ liking for sciences over the two years in the secondary school: effects of teachers, perceptions of difficulty (especially in the case of girls’ physcial science) and liking for practical work. About a third of the pupils had not made up their minds about what subjects they wanted to study indicating that such an early age of choice is undesirable. 相似文献
10.
Nick Hodge 《International Journal of Inclusive Education》2016,20(12):1297-1309
In September 2012, the process changed in England for how parents (and carers) can appeal against their child’s exclusion from school. This paper is one of the first accounts of how parents experience the new system. Using data from a research study with a range of stakeholders in the appeals process, this paper focuses on the accounts of the 21 parents interviewed. Thematic analysis was utilised to identify the factors that motivate parents to make an appeal, the barriers and enablers to doing so, and the physical, emotional, and financial costs that result from engagement with the process. The findings reveal that the costs are extremely heavy for parents with very limited rewards. The process is experienced as inequitable with a bias towards schools and many of these parents call for the provision of experienced legal support to make it a more balanced system. In spite of the challenges involved the need to call schools to account remains a strong motivation to appeal but this was not the preferred option for parents. Instead they call for schools to develop more inclusive and enabling environments that rely more on understanding the needs of pupils and their families than on exclusion from school. 相似文献
11.
Young people’s aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people’s science and career aspirations (age 10–14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources of these aspirations as expressed by young people in England in the last year of primary school (survey of 9000+ Y6 pupils, aged 10/11, interviews with 92 children and 76 parents) and the second year of secondary school (survey of 5600+ Y8 pupils, aged 12/13, interviews with 85 pupils). We demonstrate how aspirations are shaped by structural forces (e.g. social class, gender and ethnicity) and how different spheres of influence (home/family, school, hobbies/leisure activities and TV) appear to shape different types of aspirations. The paper concludes by considering the implications for educational policy and careers education. 相似文献
12.
The Support Group Method (SGM), formerly the No Blame Approach, is widely used as an anti-bullying intervention in schools, but has aroused some controversy. There is little evidence from users regarding its effectiveness. We aimed to ascertain the use of and support for the SGM in Local Authorities (LAs) and schools; and obtain ratings of satisfaction with its use; sources of evidence for such ratings; and comments on how it is used in practice. Questionnaires were sent to LAs and schools in England, and were available on a website; useful replies were obtained from 57 LAs and 59 schools. Some two-thirds of LAs were supportive of the SGM in general terms, although fewer said they had sufficient evidence to judge effectiveness. The modal rating when given was 'satisfactory'. Most schools had used SGM for 1–5 years, often across the whole school. Two-thirds received direct training in the method. Over one-half of schools gave a rating of effectiveness, based on teachers, pupils and parents; the modal rating was 'very satisfactory'. Responses and open-ended comments revealed that details of use varied considerably and that some schools had substantially modified the method. In summary, a majority of LAs and schools that responded were satisfied or very satisfied with SGM. However, some confusion about the ways of implementing SGM was evident; this might explain some hostile comments reported elsewhere. Issues of parental involvement, and backup availability of sanctions, were commonly mentioned. Further research based directly on pupils and parents would supplement the findings of this survey. 相似文献
13.
Jo McShane 《Support for Learning》2020,35(3):259-275
Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as ‘beyond repugnant’ (TES, 2017), ‘off-rolling’ is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These perspectives will be evaluated alongside current national data and media perspectives, integrated with the outcomes of narrative accounts from practitioners in schools across England in 2018. The study concludes by commenting on the impact of performance-driven school cultures on limiting the choices parents and pupils are able to make when confronted by the prospect of exclusion from education. The longer-term social dangers presented by labelling a cohort of young people as marginal to education and society are considered, as is the fitness for purpose of the current education system in the meeting of pupil needs. 相似文献
14.
Christian knowledge used to be taught in the Norwegian state school as a compulsory subject for members of Lutheran churches. In 1997 this was replaced by a subject that is compulsory for all pupils, where both Christianity, other religions and secular world views are taught on an equal basis, although more time should be used on Christianity than other views. Some parents took the state to court because they wanted full withdrawal from the subject for their children. Having lost the case, the parents of four pupils then appealed to the UN’s Human Rights Committee, which in November 2004 gave a verdict supporting the parents. This article is based on an evaluation project, asking parents, pupils and teachers about their experiences with the new subject, and also asking parents how they would prefer religions and world views to be taught. We focus on what we regard as the subject’s most central dilemma: how can the school contribute to giving the pupils and society a common cultural basis while at the same time both freedom of religion and parental rights are taken care of? 相似文献
15.
DAVID FINCHAM 《Pastoral Care in Education》2007,25(2):22-30
During 1999–2000, the writer carried out a survey of six randomly selected Catholic secondary schools in England to examine the attitudes of stakeholder groups towards Citizenship and Personal, Social and Health Education. Questionnaires were completed by six governors, 12 parents, 139 pupils, 12 teachers and six school leaders, providing insight into perceptions of the purposes of selected components of Citizenship and Personal, Social and Health Education, viz. Citizenship Education, Moral Education and Sex Education. Drawing on Hornsby-Smith's (1996) definition of contrasting perspectives, which he characterises as 'Open' and 'Closed' Catholicism, the enquiry located attitudes of the stakeholder groups along a continuum of values. While there was evidence of consensus across stakeholder groups within each component, differences in attitudes were also identified. The results indicated that governors and school leaders adopt more 'Open' attitudes towards Citizenship Education compared with pupils, teachers and parents; that school leaders adopt more 'Open' attitudes towards Moral Education compared with pupils; and that pupils and teachers adopt more 'Open' attitudes towards Sex Education compared with governors. One conclusion is that these results demonstrate that, when traditional religious values are challenged by rapid social and technological changes, stakeholder groups in faith schools are faced with added tensions to resolve. 相似文献
16.
17.
Proponents argue that grammar schools enhance social mobility by allowing high-attaining pupils to attend elite schools, no matter what their social background. However, disadvantaged pupils cannot benefit from grammar schools unless they gain access to them. In this article, we use rich cohort data to investigate the strength of, and reasons for, the socio-economic gradient in grammar school entrance rates. Presenting new evidence for England and Northern Ireland, we find stark differences in grammar school attendance by family income. Although differences in prior academic attainment can partly explain these gaps, parental school preferences and private tuition also play an important role. Entrance to grammar school therefore depends on birth and wealth, as well as academic attainment. 相似文献
18.
In this paper, we examine the trajectories of initially higher- and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time. We also explore what explains these trajectories. This enables us to provide new insights into when and why the performance of children with similar initial achievement diverges on the basis of their socio-economic background. Our results indicate that pupils from poor backgrounds who are higher achievers in primary school fall behind their better-off but lower-achieving peers during secondary school. This suggests that secondary school may be a critical period to intervene to prevent poor children from falling behind their richer peers. Our analysis suggests that there is less divergence in performance between pupils from different socio-economic backgrounds who attend the same schools. This result is particularly strong for children with low initial achievement. While we remain cautious about the implications of these findings, they provide suggestive evidence that schools (or the sorting of pupils into schools) play an important role in explaining why the test scores of richer and poorer children diverge over time. 相似文献
19.
Raising the achievement of African heritage pupils: a case study of good practice in British schools
The aim of this paper is to investigate how pupils from black African backgrounds are helped to achieve high standards in schools and to identify the factors that contribute to the success of raising achievement. Two complementary methodological approaches were adopted, each contributing a particular set of data to the study. First, General Certificate of Secondary Education (GCSE) empirical investigation was undertaken to draw lessons from the last seven years by examining in detail the attainment of black African pupils in the authority. This was followed by detailed case‐study research to illuminate how the complex interactions of context, organization, policy and practice helps generate effective practice in raising the attainment of black African pupils. Five case‐study schools were selected. A structured questionnaire was used to interview headteachers, staff, governors, parents and pupils to gather evidence of African heritage pupil achievement. The main findings of the research show that in all schools black African pupils are performing above national average, and in the case‐study schools 79% of black African pupils achieved five+ A*–C GCSEs compared to 48% nationally and 57% in the authority schools. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success of raising the achievement in the case‐study schools are: African parents value education very highly and respect the authority of schools; strong leadership; effective use of performance data for school self‐evaluation; diversity in the workforce; a highly inclusive curriculum that meets the needs of African heritage pupils; a strong link with the community; well coordinated support and guidance; good parental support and high expectation of their children; and teachers’ high expectation of African heritage pupils and a strong commitment to equal opportunities. The final section gives policy implications for school improvement. 相似文献
20.
Concerns about pupil disengagement from school and society have led to compulsory citizenship education in state schools in England. However, there is little evidence that the new citizenship education is meeting its goals. The research described here assesses a new approach to citizenship education that appears to overcome some of the identified obstacles in current practices. Hampshire's ‘Rights, respect and responsibility’ initiative is a rights‐based whole school reform of school policies and practices. Under this initiative the contemporaneous citizenship status of pupils is respected, pupils are taught about their rights under the UN Convention on the Rights of the Child and democratic participation is made meaningful in classroom and school functioning. Of particular interest is that the initiative starts in infant schools. This research indicates that young children can understand their rights and responsibilities in ways that are meaningful to their everyday behaviour and that rights‐based whole school reform has the capacity to improve pupil learning and citizenship behaviours. 相似文献