From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel

Autor/inn/en	Addi-Raccah, Audrey; Ayalon, Hanna
Titel	From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 1, S.31-50 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373707313775
Schlagwörter	High Schools; High School Graduates; Foreign Countries; Followup Studies; Hypothesis Testing; School Policy; Social Discrimination; Access to Education; Postsecondary Education; Socioeconomic Influences; College Attendance; Institutional Characteristics; Social Status; Grade 12; Correlation; Curriculum; Educational Attainment; Ethnicity; Parent Influence; Student Characteristics; Academic Achievement; Israel + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Graduate; Graduates; Absolvent; Absolventin; Ausland; Follow-up studies; Kontaktstudium; Hypothesenprüfung; Hypothesentest; Schulpolitik; Soziale Benachteiligung; Soziale Schließung; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Sozioökonomischer Faktor; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Sozialer Status; School year 12; 12. Schuljahr; Schuljahr 12; Korrelation; Curricula; Lehrplan; Rahmenplan; Bildungsabschluss; Bildungsgut; Ethnizität; Schulleistung
Abstract	Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged groups to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates' postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage. (Contains 4 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10