Within-School Achievement Sorting in Comprehensive and Tracked Systems

Autor/inn/en	Engzell, Per; Raabe, Isabel J.
Titel	Within-School Achievement Sorting in Comprehensive and Tracked Systems
Quelle	In: Sociology of Education, 96 (2023) 4, S.324-343 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Engzell, Per)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407231183952
Schlagwörter	Classification; Academic Achievement; Ability Grouping; Student Placement; Secondary School Students; Track System (Education); Interpersonal Relationship; Foreign Countries; Equal Education; United Kingdom (England); Sweden; Germany; Netherlands + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Schülerpraktikum; Sekundarschüler; Leistungsgruppe; Leistungsdifferenzierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Schweden; Deutschland; Niederlande
Abstract	Why do inequalities in schooling persist, even in relatively egalitarian school systems? This article examines within school sorting as an explanation. We use classroom data on friendship networks in 480 European secondary schools and contrast comprehensive (England, Sweden) and tracked systems (Germany, Netherlands). Our question is to what extent comprehensive systems reduce achievement sorting at the level of (a) schools, (b) classrooms, and (c) friendships. Between-school variance in achievement is lower in comprehensive systems. However, this is counterbalanced by greater sorting within schools, between classrooms, and, especially, in friendship networks. Still, comprehensive schools create more equal environments for two reasons. First, the difference in between school sorting is larger than the difference in within school sorting. Second, within school sorting is less strongly related to social background characteristics. These findings help explain both why comprehensive schools produce more equal outcomes and how substantial inequality can nevertheless persist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01