The implication of school admission rules for segregation and educational inequality. Research report.

Autor/inn/en	Aue, Robert; Bach, Maximilian; Heigle, Julia; Klein, Thilo; Pfeiffer, Friedhelm; Zapp, Kristina
Titel	The implication of school admission rules for segregation and educational inequality. Research report.
Quelle	Mannheim: ZEW - Leibniz Centre for European Economic Research (ZEW) (2020), ca. 28 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	[ZEW-Gutachten und Forschungsberichte]
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Bildungschance; Soziale Ausgrenzung; Schulpolitik; Ungarn
Abstract	In this research project we investigate how the design of school assignment rules affects social segregation and its implications for social inequality. The context of our study is the Hungarian school system, which is characterized by early ability tracking combined with a centralized assignment mechanism based on the student-proposing deferred-acceptance algorithm. The project is split into three interrelated parts. First, we investigate the different factors that affect social segregation through the school assignment process. Second, we analyze how segregation resulting through school assignments affects inequality in student achievement. In a final step, we plan to combine insights from the first two parts in a counterfactual analysis to evaluate different assignment rules.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2021/1