Mathematics and science choice following introduction of compulsory study profiles into Dutch secondary education

Abstract

Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio‐economic status. Optimal use is thus not made of existing science talent.

Who succeeds in advanced mathematics and science courses?

“…This result strengthens the argument that although the system of study profiles prepares students adequately for different fields of study in higher education, the early pre-sorting in secondary education of students in four main disciplines might have a negative effect on students' entry in STEM studies (see also Van Langen et al, 2008). Next to the obvious difference in math ability between track A and track B (i.e.…”

“…The European secretaries of state aimed at a 15% increase of students graduating from tertiary STEM courses in the European Union (EU) between 2000 and 2010. However, in spite of several campaigns to increase Dutch students' enrolment in advanced mathematics and science courses in secondary education, still only a few students (among which are particularly few girls) currently choose this combination of subjects (Statistics Netherlands, 2008;Van Langen et al, 2008). At the end of the 9th grade, students preparing for higher education choose one out of four possible combinations of school subjects (called 'study profiles') in which they take their Final School Examination (FSE).…”

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

“…Research conducted in The Netherlands on the effects of two curriculum reforms known as Second Phase (Tweede Fase) and Renewed Second Phase (Vernieuwde Tweede Fase) produced similar outcomes. These reforms that limited the freedom of choice for pupils to compose their own exam programmes, had a positive influence on female choice towards MST-related exam programmes in secondary education (Van Langen, 2005;Van Langen & Dekkers, 2005;Van Langen et al, 2008). In addition, Abbiss (2009) has reported similar findings on gendered patterns of participation in specialist ICT subjects in New Zealand.…”

The postmodern perfectionist, the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics, science and technology (MST) fields in the Netherlands

“…School systems which are highly differentiated, that is, track students from an early age into different streams and levels, tend to produce more gender inequality than countries with less differentiated systems (Bradley and Charles 2004;Charles 2011;Webbink 2009, 2011;Van Langen, Rekers-Mombarg, and Dekkers 2008;Wöβmann 2009). Other research findings also show that in countries where pupils are given more freedom to choose between alternative trajectories, patterns of educational choice are found to be more gendered (Abbiss 2009;Van de Werfhorst, Sullivan, and Cheung 2003;Van Langen and Dekkers 2005;Van Langen, Rekers-Mombarg, and Dekkers 2008; for a more detailed description of these findings, see also Yazilitas et al 2013).…”