School Regimes and Education Equity: Some Insights Based on PISA 2006

Autor/inn/en	Alegre, Miquel Angel; Ferrer, Gerard
Titel	School Regimes and Education Equity: Some Insights Based on PISA 2006
Quelle	In: British Educational Research Journal, 36 (2010) 3, S.433-461 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	School Choice; Foreign Countries; School Segregation; Politics of Education; Institutional Characteristics; Organizational Climate; Organizational Culture; Equal Education; Public Policy; Social Discrimination; Predictor Variables; Statistical Data; International Education; Comparative Education; Racial Composition; Multiple Regression Analysis; Academic Records; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Ausland; Educational policy; Bildungspolitik; Organisationsklima; Unternehmenskultur; Öffentliche Ordnung; Soziale Benachteiligung; Soziale Schließung; Prädiktor; Internationale Erziehung; Vergleichende Erziehungswissenschaft; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation
Abstract	This paper aims to analyze the effects of certain characteristics of the educational systems on the social composition of schools. After accounting for significant effects of schools' social composition on student outcomes (this is confirmed on the basis of a multilevel analysis), we explore the impacts of distinct components of what we name "school regimes" on measures of school social segregation (Hutchens indices) across countries and regions. The PISA 2006 database has been used as the main source of information for such measures. Our analysis considers data for 32 OECD educational systems. Certain characteristics of school regimes are specially assessed: the level of institutional differentiation existing in the educational career; the presence of private schools in compulsory education; the level of school autonomy as regards the process of student admission; and the models and criteria defining public regulation of school access processes. Results of the regression analyses suggest that more market-oriented school regimes tend to increase schools' social segregation, whilst those characterised as more comprehensive and publicly regulated tend to reduce it. (Contains 4 tables, 1 figure and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10