Preference heterogeneity and school segregation

Oosterbeek, Hessel; Sóvágó, Sándor; Klaauw, Bas van der

doi:10.1016/j.jpubeco.2021.104400

Cited by 12 publications

(4 citation statements)

References 24 publications

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“…there are no catchment areas). As a consequence, educational segregation in these systems is highest across school types and not across individual schools of a given type (see, e.g., Oosterbeek et al, 2021). I contribute to the literature on school choice by demonstrating that increased choice in between-school tracking systems does not necessarily result in more educational segregation by family background.…”

Section: Introductionmentioning

confidence: 90%

Heterogeneous Responses to School Track Choice: Evidence From the Repeal of Binding Track Recommendations

Bach

2021

SSRN Journal

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This paper studies heterogeneity in schooling decisions by socio-economic status (SES) in response to a repeal of achievement-based admissions requirements (i.e. binding track recommendations) in Germany's between-school tracking system. The main contribution is to show that while previously ineligible high-SES students are relatively more likely to enroll in the highest (academic) track than comparable low-SES students after the repeal, the SES gap in academic track enrollment does not increase. The reason is that low-SES students, who were already eligible for the academic track before the repeal, increase their probability of enrolling in the academic track. A key mechanism driving low-SES students' response appears to be lower preferences for the intermediate track due to concerns about the inflow of mostly low-achieving and low-SES students from the lowest (basic) track after the repeal.

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Section: Introductionmentioning

confidence: 90%

Heterogeneous Responses to School Track Choice: Evidence From the Repeal of Binding Track Recommendations

Bach

2021

SSRN Journal

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“…Recently, ABMs also started to be employed to study school segregation. Much of previous work on school segregation focused on empirical analysis [10,14,[29][30][31][32][33], but recent works attempt to use ABMs to model school preferences and devise a theoretical understanding of the dynamics of school segregation and how it is impacted by existing residential segregation patterns [2,7,20,34]. Most of these studies focus on the emergence of school segregation under different preference configurations, such as homophily, tolerance, and general preferences for in-group interactions.…”

Section: Agent-based Models Of School Segregationmentioning

confidence: 99%

Tackling school segregation with transportation network interventions: an agent-based modelling approach

Michailidis,

Tasnim,

Ghebreab

et al. 2024

Auton Agent Multi-Agent Syst

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We address the emerging challenge of school segregation within the context of free school choice systems. Households take into account both proximity and demographic composition when deciding on which schools to send their children to, potentially exacerbating residential segregation. This raises an important question: can we strategically intervene in transportation networks to enhance school access and mitigate segregation? In this paper, we propose a novel, network agent-based model to explore this question. Through simulations in both synthetic and real-world networks, we demonstrate that enhancing school accessibility via transportation network interventions can lead to a reduction in school segregation, under specific conditions. We introduce group-based network centrality measures and show that increasing the centrality of certain neighborhood nodes with respect to a transportation network can be an effective strategy for strategic interventions. We conduct experiments in two synthetic network environments, as well as in an environment based on real-world data from Amsterdam, the Netherlands. In both cases, we simulate a population of representative agents emulating real citizens’ schooling preferences, and we assume that agents belong to two different groups (e.g., based on migration background). We show that, under specific homophily regimes in the population, school segregation can be reduced by up to 35%. Our proposed framework provides the foundation to explore how citizens’ preferences, school capacity, and public transportation can shape patterns of urban segregation.

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“…Unfortunately, when researchers conducted research, they believe that English skills should be taught per skill base the idea on focusing the teaching [18] [19]. The researchers' reason why teaching language skills in their research has to be segregated is to make their students stay focused and practice the strategies that they have just learned [18] [20]. No wonder where one skill is emphasized in the classroom, the teacher will also emphasize that students should use those strategies that can also be used in other areas.…”

Section: Introductionmentioning

confidence: 99%

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

Ardiansyah,

Rosyidin,

Aryanti

et al. 2024

Advances in Social Science, Education and Humanities Research

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The study compared students' reading comprehension and English vocabulary before and after instruction using two different instructional strategies: the original semantic mapping strategy and the semantic mapping strategy in conjunction with collaborative learning. The study involved two groups, one serving as the experimental group and the other as the control group, and employed a quasi-experimental methodology that involved non-equivalent control groups. During the first semester of the 2022 academic year, 50 Bidikmisi students from Sriwijaya's State Polytechnic participated in the study. A nonrandom process was used to divide them into experimental and control groups. Semantic mapping and group learning were used by the experimental group to examine vocabulary and reading comprehension. The control group was instructed in vocabulary and reading comprehension using the original semantic mapping strategy. Before the study began, both groups took a pre-test in vocabulary and reading comprehension to make sure they were similar in terms of their abilities and that they met the requirements of a normal distribution. The same test was administered to both groups at the end of the experiment to compare the effects of the two strategies on the vocabulary and reading comprehension skills of the Bidikmisi students: the original semantic mapping strategy and the semantic mapping strategy combined with collaborative learning. The findings indicated that the experimental group demonstrated enhancements in both vocabulary acquisition and reading comprehension when compared to the control group. Therefore, cooperative learning and semantic mapping be considered as effective techniques for teaching vocabulary and enhancing reading comprehension among EFL students.

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Preference heterogeneity and school segregation

Cited by 12 publications

References 24 publications

Heterogeneous Responses to School Track Choice: Evidence From the Repeal of Binding Track Recommendations

Heterogeneous Responses to School Track Choice: Evidence From the Repeal of Binding Track Recommendations

Tackling school segregation with transportation network interventions: an agent-based modelling approach

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

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