School Equity, Marketisation and Access to the Australian Senior Secondary Curriculum

Autor/inn/en	Dean, Jenny; Roberts, Philip; Perry, Laura B.
Titel	School Equity, Marketisation and Access to the Australian Senior Secondary Curriculum
Quelle	In: Educational Review, 75 (2023) 2, S.243-263 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dean, Jenny) ORCID (Roberts, Philip) ORCID (Perry, Laura B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1909537
Schlagwörter	Equal Education; Access to Education; Marketing; Foreign Countries; College Preparation; Academic Education; Socioeconomic Status; Institutional Characteristics; Secondary School Curriculum; Disadvantaged; High School Seniors; Social Differences; Educational Policy; Outcomes of Education; School Choice; Student Characteristics; Selective Admission; Private Schools; Catholic Schools; Public Schools; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Akademische Bildung; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Choice of school; Schulwahl; Bildungsselektion; Private school; Privatschule; Katholische Schule; Public school; Öffentliche Schule; Ausbildung; Berufsbildung; Australien
Abstract	This study examines how access to the academic curriculum creates patterns of inequality in Australian schools. Examining students' access to the academic curriculum gives an indication of how schooling is structured to support students in pursuing higher education opportunities. To date, little research attention has been given to the opportunities schools offer students to access the academic curriculum in order to enter university. Using administrative data on students and schools, we find that there are fewer average curriculum subjects, and less complexity in the subjects offered, in schools with low levels of socio-educational advantage. We argue that curriculum differentiation across schools is a systemic constraint that students in schools with higher levels of socio-educational disadvantage face in progressing to university because these schools are less able to provide students with access to core academic curriculum subjects in the final year of secondary school. Previous research has highlighted the social differences reflected in both educational access and outcomes due to the marketisation of schools and policies of school choice. Our findings indeed demonstrate that there are relationships between access to the academic curriculum, school socio-educational advantage and the social composition of schools, and these factors have important educational policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01