Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2023-07-01 DOI:10.2478/sjs-2023-0016

Katja Scharenberg, W. Rollett

引用次数: 0

Abstract

Abstract Tracking leads to differential developmental environments resulting in educational inequalities. We investigated whether tracking and school composition affect students’ transition to post-compulsory education. Based on data of two Swiss school-leavers’ cohorts (2000/2016), multilevel analyses show that the social and achievement-related school composition and track affiliation predict transitions beyond students’ individual characteristics. Compositional effects were in part differentially predictive depending on students’ track affiliation.

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学校是学生发展的差异环境：追踪和学校构成如何影响义务教育结束后学生的转变

摘要跟踪导致不同的发展环境，导致教育不平等。我们调查了跟踪和学校组成是否影响学生向义务教育后过渡。基于两个瑞士离校生队列（2000/2016）的数据，多层次分析表明，与社会和成绩相关的学校组成和轨迹隶属关系预测了学生个人特征之外的转变。作文效果在一定程度上取决于学生的轨迹归属而具有差异预测性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.