干预学校选择:比较教育政策干预及其对学校隔离的影响

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Comparative Education Pub Date : 2022-04-21 DOI:10.1080/03050068.2022.2055297

W. Boterman, I. Lobato

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引用次数: 1

摘要

虽然有一些研究调查了父母择校在加剧学校隔离中的作用，但对制度背景和具体教育政策法规的作用关注较少。然而，由于制度背景为入学过程和学校选择的实际程度设定了学校自治的框架，因此它对家长的选择有重大影响。通过比较两个在父母选择在学校分配中的作用方面经历了相反政策干预的教育背景——德国的姆勒海姆和荷兰的阿姆斯特丹——我们证实了扩大父母选择会增加隔离水平的观点。然而，我们也认为，教育政策和隔离模式之间的关系非常复杂，依赖于教育系统内外各方面的相互作用。这两个案例都表明，学校之间的竞争以及它们在招生方面的自由裁量范围也起到了关键作用。

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Meddling with school choice: comparing education policy interventions and their impact on school segregation

ABSTRACT While several studies have investigated the role of parental school choice in exacerbating school segregation, less attention has been paid to the role of institutional contexts and specific educational policies and regulations. However, since the institutional context sets the framework for both school autonomy regarding the admission process and the actual extent of school choice, it has a significant effect on parents’ choices. By comparing two educational contexts that have undergone opposite policy interventions regarding the role of parental choice in school allocation – Mülheim, Germany and Amsterdam, the Netherlands – we confirm the idea that expanding parental choice increases segregation levels. However we also suggest that the relationship between education policies and segregation patterns is very complex and dependent on the interactions of various aspects lying within and outside the education system. Both cases reveal that competition between schools and theirdiscretionary scope in admitting pupils also plays a key part.

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来源期刊

Comparative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

21.20%

发文量

期刊介绍： This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.