Alphabetical Order Effects in School Admissions

Autor/inn/en	Jurajda, Štepán; Münich, Daniel
Titel	Alphabetical Order Effects in School Admissions
Quelle	In: Research Papers in Education, 31 (2016) 4, S.483-498 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2015.1073774
Schlagwörter	Foreign Countries; Admission (School); Alphabets; Serial Ordering; Access to Education; Grade 4; Grade 8; Grade 9; Achievement Tests; International Assessment; Secondary School Students; Elementary School Students; Scores; Correlation; Statistical Significance; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Reading Achievement; Reading Tests; Czech Republic; Denmark; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Buchstabenschrift; Ordnen; Ordnungsstruktur; Ordnungssystem; Education; Access; Bildung; Zugang; Bildungszugang; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lesetest; Tschechische Republik; Dänemark
Abstract	If school admission committees use alphabetically sorted lists of applicants in their evaluations, one's position in the alphabet according to last name initial may be important in determining access to selective schools. Jurajda and Münich (2010) "Admission to Selective Schools, Alphabetically". "Economics of Education Review," 29 (6): 1100-1109 provide evidence consistent with this hypothesis based on graduation exams taken in grade 13 in the Czech Republic: "Z" students in selective schools had higher exam scores than "A" students. In this paper, we use the Trends in International Mathematics and Science Study & Progress in International Reading Literacy Study test scores of 4th graders and the Programme for International Student Assessment (PISA) test scores of 8th and 9th graders in the Czech Republic to provide evidence on how the alphabetical sorting outcome uncovered in Jurajda and Münich (2010) "Admission to Selective Schools, Alphabetically." "Economics of Education Review," 29 (6): 1100-1109 arises during early tracking into selective schools. Using the PISA data, we also provide corresponding evidence for Denmark, where sorting into selective schools happens in higher grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01