Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998

Tieben, Nicole; Wolbers, M.H.J.

doi:10.1080/01425691003700516

Cited by 28 publications

(21 citation statements)

References 17 publications

(19 reference statements)

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“…Over the last two decades, numerous studies have confirmed the link between educational streaming and its consequences in the educational careers of the young people and in the labour market (Tieben and Wolbers, 2010;Van de Werfhorst and Mijs, 2010). Allmendinger defines educational stratification as the designing of education systems to divide pupils into different vocational and academic tracks with varied outcomes and rewards (Allmendinger, 1989).…”

Section: Introductionmentioning

confidence: 99%

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

Keskiner

2015

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Streaming into educational tracks forms a turning point in the school careers of young people living in the Netherlands and in France. Yet the two countries differ from each other with regards to tracking conditions they provide. This is especially reflected in the experiences of descendants of immigrants from Turkey who access vocational education in higher numbers compared to the children of native parents but also to a greater extent in the Netherlands than in France. While streaming decisions are usually based on meritocratic selection, the current study aims to understand the role of the parents with regard to the tracking decision. Using qualitative interviews with descendants of Turkish immigrants in Amsterdam and Strasbourg, the study shows how the differential role played by parents, during the streaming shapes the tracking outcome of the young people.

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Section: Introductionmentioning

confidence: 99%

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

Keskiner

2015

CMS

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“…Besides, these authors found that the growth in educational participation for cohorts that entered secondary education between 1946 and 1998 mainly took place in MAVO and HAVO and that access-selectivity decreased only in these tracks, while access to VWO remained exclusive. Tieben and Wolbers (2008) found that the background effects on obtaining a graduation from a given secondary track are partly explained by initial track choice and subsequent intra-secondary transitions. They did, however, observe autonomous effects of parental education on obtaining eligibility for tertiary education (versus dropping out altogether), which indicates that children with highly educated parents profit more from the educational resources of their parents, even conditional on initial track choice and intrasecondary transitions.…”

Section: Trends In Inequalitymentioning

confidence: 99%

“…In the course of secondary education this initial inequality is enhanced by socially selective intra-secondary transitions and a background-specific dropout propensity (Jacob and Tieben 2007;Tieben and Wolbers 2008).…”

Section: Inequality In Educational Transitionsmentioning

confidence: 99%

“…However, this research does not scrutinize on trends over time. There have been several attempts to scrutinize on the changes of social selectivity over time within tracked educational systems, but these merely focus on the secondary level and do not take subsequent decision patterns into account (Schimpl-Neimanns 2000; Tieben et al 2009;Tieben and Wolbers 2008). Schimpl-Neimanns (2000) investigated social inequality and its trends in the transitions to different secondary tracks in Germany and found that inequality decreased in access to the lower tracks of secondary education, but that the academic track of secondary education (Gymnasium) remained exclusive.…”

Section: Trends In Inequalitymentioning

confidence: 99%

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Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Tieben

Wolbers

2009

High Educ

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In the tracked educational system of the Netherlands, students at the end of secondary education have to decide whether they want to enter subsequent post-secondary or tertiary education. Depending on the previous qualification, they have the choice between up to four different options, including not entering further education. We propose, in line with prevalent theoretical approaches, that children from lower socio-economic backgrounds tend to make decisions that do not fully capitalize on their previously obtained qualifications. By means of multinomial logistic regression models we tested the unconditional and conditional effects of family background for entering the different tracks of post-secondary education. In the unconditional analyses we found effects for parental education on making a transition to all types of post-secondary and tertiary education, but the occupational status of the father seems to be only relevant for the transition to lower tier tertiary education. The conditional effects of parental education for making the transition to senior vocational education and university are strong, while the transition to lower tertiary education is not influenced by parental background characteristics. This shows that even with eligibility for the most prestigious tracks, children from lower socio-economic backgrounds tend to make less ambitious educational decisions. We also examined to what extent this inequality changed across time for the cohorts that terminated secondary education between 1932 and 1995. Decreasing effects of parental education indicate that the expansion of secondary education had the positive effect of leading more children from lower social backgrounds into favourable secondary education tracks, especially the intermediate general track. This equalization is carried forward through the entire sequence of educational transitions. The students from advantaged backgrounds nevertheless still profit from the parental resources in access to the most prestigious tertiary education 123High Educ (2010) 60:85-100 DOI 10.1007 institutions given secondary qualifications. Their head start into the academic track has not been reduced across cohorts.

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“…For example, in the Netherlands tracking by ability and academic/vocational choices has been identified as the key determinant of stratification by family background (Kloosterman andde Graaf 2010, Tieben andWolbers 2010). Early work in the UK concerned the segregation of pupils by poverty (Gorard 1997), and this tradition has continued ever since (Coldron et al 2010), even where researchers use alternative and proxy variables to look at the same issue (Gibson andAsthana 1999, Croxford andPaterson 2006).…”

Section: Why Does This Matter?mentioning

confidence: 99%

Pupil clustering in English secondary schools: one pattern or several?

Gorard

Cheng

2011

International Journal of Research & Method in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractPrevious international work has shown that clustering pupils with similar characteristics in particular schools yields no clear academic benefit, and can be disadvantageous both socially and personally. Understanding how and why this clustering happens, and how it may be reduced, is therefore important for policy. Yet previous work has tended to focus on only one kind of clustering at a time. In the USA, for example, black:white segregation of pupils has been the key issue. In the UK, and across Europe, the focus has been on social background, especially on the segregation of pupils living in poverty. With access to high quality national datasets in England, it is now possible to track the between-school segregation of numerous pupil characteristics over a 15 year period. This paper uses school level figures for all statefunded secondary school pupils in England from 1996 to 2009, including free school meals, special needs, ethnicity and first language. The paper investigates, more fully than has been attempted before, whether segregation in terms of these indicators has a common pattern. It presents evidence for the existence of at least three different processes of between school segregation over this period, and proposes one possible determinant for each, and some future work that could be done to clarify the situation. The paper therefore provides an important corrective to previous work that sought explanation for only one type of segregation. In the allocation of school places, pupils are being clustered in several distinct ways. The standard previous explanations for pupil clustering such as selection by ability or housing, faith-based enrolment, and increased parental choice, apply only to some of these forms of segregation. Patterns of pupils clusteringThis paper uses school-level figures for all state-funded secondary schools in England 1996 to 2009 to investigate whether the pattern of between-school segregation for any one pupil characteristic, like living in poverty, is the same as for any other, including special needs, ethnic origin, and first language. The paper starts by considering some of what is already known about pupil segregation between schools and why this phenomenon is important, before outlining the methods used in this new study. Ensuing sections look at segregation patterns over time and across institutions, and the paper concludes by reprising three possible different patterns of segregation, and

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Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998

Cited by 28 publications

References 17 publications

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Pupil clustering in English secondary schools: one pattern or several?

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