Tracking and Educational Inequality: A Longitudinal Analysis of Two School Reforms in Switzerland

Autor/inn/en	Felouzis, Georges; Charmillot, Samuel
Titel	Tracking and Educational Inequality: A Longitudinal Analysis of Two School Reforms in Switzerland
Quelle	In: British Journal of Sociology of Education, 44 (2023) 4, S.738-763 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Felouzis, Georges) ORCID (Charmillot, Samuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2203359
Schlagwörter	Foreign Countries; Equal Education; Secondary Education; Student Characteristics; Educational Policy; Track System (Education); Educational Change; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Politics of education; Bildungspolitik; Leistungsgruppe; Leistungsdifferenzierung; Bildungsreform; Schweiz
Abstract	This paper examines the effects of different forms of tracking on learning inequalities in compulsory education. We use longitudinal monitoring of four cohorts of students over a four-year period, from their entry into secondary 1 education until they enter secondary 2 education. Our data include 18,706 students. We use multilevel regression analyses to test the effects of different forms of tracking after controlling for students' sociodemographic and academic characteristics, and for contextual factors. Our results suggest not only that the effect of tracking is a composition effect or a peer effect, but that tracking "per se" explains a significant part of the variance in learning in the two educational contexts in our study. Our results confirm that educational policies and institutions play a pivotal role in the construction of learning inequalities and social reproduction through school in contemporary societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01