Are Schools Drifting Apart? Intake Stratification in English Secondary Schools. CEE DP 64

Autor/inn/en	Gibbons, Stephen; Telhaj, Shqiponja
Institution	London School of Economics & Political Science, Centre for the Economics of Education
Titel	Are Schools Drifting Apart? Intake Stratification in English Secondary Schools. CEE DP 64
Quelle	(2006), (47 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2045-6557
ISBN	0-7530-2011-4
Schlagwörter	Foreign Countries; Secondary Schools; School Segregation; Academic Ability; Academic Achievement; Secondary School Students; School Choice; Public Schools; Selective Admission; Parochial Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Schulleistung; Sekundarschüler; Choice of school; Schulwahl; Public school; Öffentliche Schule; Bildungsselektion; Konfessionsschule
Abstract	The issue of social segregation in schools has seen a recent resurgence of interest--in the US, UK and internationally--as the debate rages on about whether policies that expand families' freedom to choose amongst schools encourage divergence or convergence in the types of pupil different schools admit. Most attention has been focussed on segregation along lines of ethnic or social background. Yet, the real consideration that seems to be in the back of most people's minds is the issue of segregation or stratification of schools along lines of pupil ability. We look explicitly at this issue using data on the population of pupils entering Secondary school in England from 1996 to 2002. Our study does highlight wide disparities between peer-group ability in different schools. But we also find that, contrary to popular opinion, almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different Secondary schools. Appended are: (1) Construction of the smoothed inverse-cumulative distributions; (2) Table 6: Sample sizes in base year; (3) Table 7: Factor analysis of pupil test scores, London 1996; (4) Figure 3: Bootstrap 95% Confidence interval on inverse-cumulative distribution, London, 1995; (5) and Table 8: Cell sizes for school types in Table 4. (Contains 2 figures, 8 tables, and 17 footnotes.) (As Provided).
Anmerkungen	Centre for the Economics of Education. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7955-7595; e-mail: cee@lse.ac.uk; Web site: http://cee.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10