Pub Date : 2021-12-12DOI: 10.1080/09243453.2021.2011750
Jeong-Mi Moon, Eric M. Camburn, James Sebastian
ABSTRACT Instructional program coherence, which refers to the consistency and stability of school-wide programs that are guided by a common instructional framework, constitutes a vital school improvement strategy. Since Newmann and colleagues, in their study of 2001, conceptualized and created a measure of instructional program coherence, much of the empirical work has been carried out in one large urban school district, Chicago Public Schools. Using more generalizable data from a representative sample of all schools in the state of Florida, we found a positive relationship between teachers’ perceptions of coherence and student achievement. Our finding is consistent with previous studies but provides a more nuanced picture. Examining program coherence in more diverse contexts than prior work, we find that instructional program coherence is positively related to academic outcomes in middle schools while there is no significant relationship in elementary schools. Further, the magnitude of association is far more substantial when examining math, compared to reading outcomes in middle schools.
{"title":"Streamlining your school: understanding the relationship between instructional program coherence and school performance","authors":"Jeong-Mi Moon, Eric M. Camburn, James Sebastian","doi":"10.1080/09243453.2021.2011750","DOIUrl":"https://doi.org/10.1080/09243453.2021.2011750","url":null,"abstract":"ABSTRACT Instructional program coherence, which refers to the consistency and stability of school-wide programs that are guided by a common instructional framework, constitutes a vital school improvement strategy. Since Newmann and colleagues, in their study of 2001, conceptualized and created a measure of instructional program coherence, much of the empirical work has been carried out in one large urban school district, Chicago Public Schools. Using more generalizable data from a representative sample of all schools in the state of Florida, we found a positive relationship between teachers’ perceptions of coherence and student achievement. Our finding is consistent with previous studies but provides a more nuanced picture. Examining program coherence in more diverse contexts than prior work, we find that instructional program coherence is positively related to academic outcomes in middle schools while there is no significant relationship in elementary schools. Further, the magnitude of association is far more substantial when examining math, compared to reading outcomes in middle schools.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"260 - 279"},"PeriodicalIF":3.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.1080/09243453.2021.1988989
Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer
ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = .09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.
{"title":"Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial","authors":"Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer","doi":"10.1080/09243453.2021.1988989","DOIUrl":"https://doi.org/10.1080/09243453.2021.1988989","url":null,"abstract":"ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = .09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"148 - 167"},"PeriodicalIF":3.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/09243453.2021.1993275
Corey A. DeAngelis
ABSTRACT Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector. I find that public charter schools and private schools outperform traditional public schools on six measures of parent and student satisfaction. Respondents with children in private schools also tend to report higher levels of satisfaction than respondents with children in public charter schools. These results tend to support the theory that access to public charter and private schools could lead to higher levels of satisfaction for families and students. However, although several control variables are included in the analytic models, the results may still be affected by selection bias.
{"title":"School sector and satisfaction: evidence from a nationally representative sample","authors":"Corey A. DeAngelis","doi":"10.1080/09243453.2021.1993275","DOIUrl":"https://doi.org/10.1080/09243453.2021.1993275","url":null,"abstract":"ABSTRACT Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector. I find that public charter schools and private schools outperform traditional public schools on six measures of parent and student satisfaction. Respondents with children in private schools also tend to report higher levels of satisfaction than respondents with children in public charter schools. These results tend to support the theory that access to public charter and private schools could lead to higher levels of satisfaction for families and students. However, although several control variables are included in the analytic models, the results may still be affected by selection bias.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"218 - 235"},"PeriodicalIF":3.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44832914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1080/09243453.2021.1991960
Christopher-John Counihan, Steve Humble, L. Gittins, P. Dixon
ABSTRACT This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.
{"title":"The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria","authors":"Christopher-John Counihan, Steve Humble, L. Gittins, P. Dixon","doi":"10.1080/09243453.2021.1991960","DOIUrl":"https://doi.org/10.1080/09243453.2021.1991960","url":null,"abstract":"ABSTRACT This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"198 - 217"},"PeriodicalIF":3.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45585712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-21DOI: 10.1080/09243453.2021.1987278
P.H.M. Sins, Symen van der Zee, J. Schuitema
ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been subject of empirical research. The aim of this study is to compare the cognitive and noncognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. The scores of students in kindergarten, third grade, and sixth grade on language, math (cognitive outcomes), wellbeing, self-efficacy, task motivation (noncognitive outcomes), and citizenship competencies were compared. The results from multilevel analyses show that there are hardly any significant differences between Dalton schools and traditional schools on these measures.
{"title":"The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling","authors":"P.H.M. Sins, Symen van der Zee, J. Schuitema","doi":"10.1080/09243453.2021.1987278","DOIUrl":"https://doi.org/10.1080/09243453.2021.1987278","url":null,"abstract":"ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been subject of empirical research. The aim of this study is to compare the cognitive and noncognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. The scores of students in kindergarten, third grade, and sixth grade on language, math (cognitive outcomes), wellbeing, self-efficacy, task motivation (noncognitive outcomes), and citizenship competencies were compared. The results from multilevel analyses show that there are hardly any significant differences between Dalton schools and traditional schools on these measures.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"169 - 197"},"PeriodicalIF":3.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42817054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/09243453.2021.1977340
M. Honingh, Marieke L. van Genugten, Vincent de Gooyert, R. Blom
ABSTRACT The principle-based approach is at the heart of the inspection philosophy of the Netherlands Inspectorate of Education. In this paper, we present the results of complementary qualitative and quantitative studies analysing the impact of this approach. In the first study, we apply a system dynamics approach to provide insight on the impact of the principle-based approach in schools. The second study builds on these findings and uses quantitative survey data to “test” the various ways and mechanisms by which the respondents perceived principle-based approach affects schools. Together, these complementary studies provide a deeper understanding of the impact of the principle-based inspection approach on educational quality and beyond. Overall, we find positive effects of the principle-based approach. The qualitative study reveals variation in mechanisms within schools that affect educational quality. These findings appear to be robust in our quantitative analyses; the effect sizes are small and curvilinear.
{"title":"What is the impact of a principle-based inspection approach?","authors":"M. Honingh, Marieke L. van Genugten, Vincent de Gooyert, R. Blom","doi":"10.1080/09243453.2021.1977340","DOIUrl":"https://doi.org/10.1080/09243453.2021.1977340","url":null,"abstract":"ABSTRACT The principle-based approach is at the heart of the inspection philosophy of the Netherlands Inspectorate of Education. In this paper, we present the results of complementary qualitative and quantitative studies analysing the impact of this approach. In the first study, we apply a system dynamics approach to provide insight on the impact of the principle-based approach in schools. The second study builds on these findings and uses quantitative survey data to “test” the various ways and mechanisms by which the respondents perceived principle-based approach affects schools. Together, these complementary studies provide a deeper understanding of the impact of the principle-based inspection approach on educational quality and beyond. Overall, we find positive effects of the principle-based approach. The qualitative study reveals variation in mechanisms within schools that affect educational quality. These findings appear to be robust in our quantitative analyses; the effect sizes are small and curvilinear.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"236 - 259"},"PeriodicalIF":3.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49057871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.1080/09243453.2021.1929346
Jie Hu, Yi Peng, H. Ma
ABSTRACT This research intended to identify key contextual factors that synergistically influence high- and low-performing students’ science outcomes by drawing upon a dynamic model of educational effectiveness. The dataset, the Programme for International Student Assessment (PISA) 2015, consisted of 79,963 science scores for secondary students (49,924 high performers at proficiency Level 6 and 30,039 low performers at proficiency Levels 1a and 1b) from 53 countries/economies along with students’ and school principals’ responses to the PISA questionnaires. By applying a support vector machine (SVM) and SVM-recursive feature elimination (SVM-RFE) sequentially, this study successfully (a) identified 30 key factors of the total 127 contextual factors at the school, classroom, and student levels that synergistically differentiate high and low achievers and (b) provided evidence to support the validity of the dynamic model of educational effectiveness by recognizing the multidimensionality of the contextual factors.
{"title":"Examining the contextual factors of science effectiveness: a machine learning-based approach","authors":"Jie Hu, Yi Peng, H. Ma","doi":"10.1080/09243453.2021.1929346","DOIUrl":"https://doi.org/10.1080/09243453.2021.1929346","url":null,"abstract":"ABSTRACT This research intended to identify key contextual factors that synergistically influence high- and low-performing students’ science outcomes by drawing upon a dynamic model of educational effectiveness. The dataset, the Programme for International Student Assessment (PISA) 2015, consisted of 79,963 science scores for secondary students (49,924 high performers at proficiency Level 6 and 30,039 low performers at proficiency Levels 1a and 1b) from 53 countries/economies along with students’ and school principals’ responses to the PISA questionnaires. By applying a support vector machine (SVM) and SVM-recursive feature elimination (SVM-RFE) sequentially, this study successfully (a) identified 30 key factors of the total 127 contextual factors at the school, classroom, and student levels that synergistically differentiate high and low achievers and (b) provided evidence to support the validity of the dynamic model of educational effectiveness by recognizing the multidimensionality of the contextual factors.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"873 1","pages":"21 - 50"},"PeriodicalIF":3.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41278987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-20DOI: 10.1080/09243453.2022.2032763
G. Leckie, L. Prior
ABSTRACT School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the predicted residuals. In the literature, further adjustments are usually made for student sociodemographics and sometimes school composition and “non-malleable” characteristics. However, accountability systems typically make fewer adjustments: for transparency to end users, because data are unavailable or of insufficient quality, or for ideological reasons. There is therefore considerable interest in understanding the extent to which simpler models give similar school effects to more theoretically justified but complex models. We explore these issues via a case study and empirical analysis of England’s “Progress 8” secondary school accountability system.
{"title":"A comparison of value-added models for school accountability","authors":"G. Leckie, L. Prior","doi":"10.1080/09243453.2022.2032763","DOIUrl":"https://doi.org/10.1080/09243453.2022.2032763","url":null,"abstract":"ABSTRACT School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the predicted residuals. In the literature, further adjustments are usually made for student sociodemographics and sometimes school composition and “non-malleable” characteristics. However, accountability systems typically make fewer adjustments: for transparency to end users, because data are unavailable or of insufficient quality, or for ideological reasons. There is therefore considerable interest in understanding the extent to which simpler models give similar school effects to more theoretically justified but complex models. We explore these issues via a case study and empirical analysis of England’s “Progress 8” secondary school accountability system.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"431 - 455"},"PeriodicalIF":3.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42997360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-29DOI: 10.1080/09243453.2021.1946568
M. Helms-Lorenz, A. Visscher
ABSTRACT The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments for measuring teaching quality. Next, we scrutinize the requirements of effectively feeding back teaching quality data and the requirements for effective actions to improve teaching quality. We conclude with implications for improving the consequential validity of teaching quality measurements.
{"title":"Unravelling the challenges of the data-based approach to teaching improvement","authors":"M. Helms-Lorenz, A. Visscher","doi":"10.1080/09243453.2021.1946568","DOIUrl":"https://doi.org/10.1080/09243453.2021.1946568","url":null,"abstract":"ABSTRACT The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments for measuring teaching quality. Next, we scrutinize the requirements of effectively feeding back teaching quality data and the requirements for effective actions to improve teaching quality. We conclude with implications for improving the consequential validity of teaching quality measurements.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"125 - 147"},"PeriodicalIF":3.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1946568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.1080/09243453.2021.1942928
Franck Petrucci, Barbara Fouquet-Chauprade, Samuel Charmillot, Georges Felouzis
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.
{"title":"Tracking effects on achievement and opportunities of middle-high ability students: a case study in Switzerland","authors":"Franck Petrucci, Barbara Fouquet-Chauprade, Samuel Charmillot, Georges Felouzis","doi":"10.1080/09243453.2021.1942928","DOIUrl":"https://doi.org/10.1080/09243453.2021.1942928","url":null,"abstract":"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.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"104 - 124"},"PeriodicalIF":3.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1942928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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