Does School Admission by Zoning Affect Educational Inequality? A Study of Family Background Effect in Estonia, Finland, and Sweden

Autor/inn/en	Põder, Kaire; Lauri, Triin; Veski, Andre
Titel	Does School Admission by Zoning Affect Educational Inequality? A Study of Family Background Effect in Estonia, Finland, and Sweden
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 6, S.668-688 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Põder, Kaire) ORCID (Lauri, Triin) ORCID (Veski, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1173094
Schlagwörter	Foreign Countries; Cross Cultural Studies; Cultural Differences; Family Characteristics; School Choice; Admission (School); Zoning; Public Policy; Achievement Tests; Secondary School Students; International Assessment; Standardized Tests; Scores; Books; Reading Habits; Student Placement; Equal Education; Educational Opportunities; Educational Policy; Science Achievement; Mathematics Achievement; Questionnaires; Statistical Analysis; Regression (Statistics); Finland; Estonia; Sweden; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Choice of school; Schulwahl; Raumordnung; Öffentliche Ordnung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Standadised tests; Standardisierter Test; Book; Buch; Monographie; Monografie; Reading habit; Lesegewohnheit; Schülerpraktikum; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse; Finnland; Estland; Schweden
Abstract	We indicate the size of family background effects in Sweden, Finland, and Estonia--countries that differ in both the rhetoric and extensiveness of the system-level school choice policies. Family background effect is defined as the dependence of student achievement on family background characteristics, such as parental education, income, and social status. The number of books at home is used as a proxy when operationalising family background, and its effect is measured as a percentage of individual-level PISA scores. Fixed-effect regression results reveal that family background remains a powerful determinant in the educational results of 15-year-old students in all three cases, being largest in Sweden. Furthermore, we show how the family background effect is moderated by school-level choice policy, that is, how students and schools are matched. The analysis reveals that zoning policies have statistically significant negative effects on the impact of the family background effect, independent of country-level policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01