School Segregation in St. Petersburg -- The Role of Socioeconomic Status

Autor/inn/en	Ivaniushina, Valeria; Makles, Anna M.; Schneider, Kerstin; Alexandrov, Daniil
Titel	School Segregation in St. Petersburg -- The Role of Socioeconomic Status
Quelle	In: Education Economics, 27 (2019) 2, S.166-185 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2018.1538408
Schlagwörter	School Segregation; Foreign Countries; Socioeconomic Status; Achievement Tests; International Assessment; Secondary School Students; Academic Achievement; Urban Areas; Educational Policy; Comparative Analysis; Russia; Europe; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schulleistung; Urban area; Stadtregion; Politics of education; Bildungspolitik; Russland; Europa
Abstract	This paper uses representative student data from St. Petersburg, Russia to analyze school segregation by parental socioeconomic status and student academic performance. The proposed systematic segregation indices account for ordinal variables and take expected segregation into account. We decompose segregation by school type, school, and classes and compare the results to results obtained from PISA for urban areas in Russia and six European countries. Segregation by socioeconomic status is moderate in St. Petersburg and Russia, as compared to other European countries. Segregation between schools and school types reflects parental choice, whereas within-school segregation along the lines of student performance reflects school policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01