Tracking Effects on Achievement and Opportunities of Middle-High Ability Students: A Case Study in Switzerland

Autor/inn/en	Petrucci, Franck; Fouquet-Chauprade, Barbara; Charmillot, Samuel; Felouzis, Georges
Titel	Tracking Effects on Achievement and Opportunities of Middle-High Ability Students: A Case Study in Switzerland
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 1, S.104-124 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fouquet-Chauprade, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1942928
Schlagwörter	Academic Achievement; Track System (Education); Foreign Countries; Academic Ability; Case Studies; Secondary School Students; Educational Change; Admission Criteria; Selection Criteria; Longitudinal Studies; Comparative Analysis; Educational Policy; Equal Education; Gender Differences; Socioeconomic Status; French; Native Language; Second Language Learning; Age Differences; Switzerland (Geneva) + Suchen Sie Ihr Suchwort? Schulleistung; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Case study; Fallstudie; Case Study; Sekundarschüler; Bildungsreform; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Selection criterion; Auslesekriterium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Französisch; Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied
Abstract	In Geneva, Switzerland, students in secondary 1 education are grouped into different tracks according to their academic level. The tracking system in Geneva has been reformed recently. Prior to the reform, the tracks were very hierarchical but less selective; following the reform, the tracks are still very hierarchical but the entry criteria are more selective and there is greater flexibility to move from one track to another. Using longitudinal data, this article compares these two types of tracking system and analyses the inequalities produced in terms of the skills acquired by students and the path taken once compulsory education is completed. Our analysis shows that the new tracking system following the reform has a major impact on students of medium ability. They are more likely being assigned to a lower track, which has a significant adverse impact on their learning and subsequent pathway through education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11