A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification

Autor/inn/en	Parker, Philip D.; Jerrim, John; Schoon, Ingrid; Marsh, Herbert W.
Titel	A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification
Quelle	In: American Educational Research Journal, 53 (2016) 1, S.6-32 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215621786
Schlagwörter	Socioeconomic Status; Cross Cultural Studies; Correlation; Databases; Achievement Tests; Academic Achievement; International Assessment; Secondary School Students; Foreign Countries; Expectation; Equal Education; Hypothesis Testing; Academic Ability; Higher Education; Academic Aspiration; Track System (Education); Regression (Statistics); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Korrelation; Datenbank; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Sekundarschüler; Ausland; Expectancy; Erwartung; Hypothesenprüfung; Hypothesentest; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leistungsgruppe; Leistungsdifferenzierung; Regression; Regressionsanalyse
Abstract	Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in curricular and ability stratification. We use evidence from the PISA 2003 database to test the hypothesis that (a) greater between-school academic stratification would be associated with stronger relationships between socioeconomic status and educational expectations and (b) when this effect is decomposed, achievement differentials would explain a greater proportion of this relationship in countries with greater stratification. Results supported these hypotheses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01