The Transition from Primary to Secondary Education: Meritocracy and Ethnicity.
The aim of this study was to better understand the influence of pupil background characteristics (e.g. gender, SES, ethnicity), various cognitive, and non-cognitive competencies (e.g. school performance, study attitude) and a number of class and school characteristics (e.g. socio-ethnic class compos...
| Publicado en: | European Sociological Review Vol. 24; no. 4; pp. 527 - 543 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Oxford University Press / UK
September 2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511411373&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511411373 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02667215 BHY jtl: European Sociological Review issn: 02667215 maglogo: N pubinfo: dt: September 2008 vid: 24 iid: 4 pid: 622 pub: Oxford University Press / UK artinfo: ui: 511411373 10.1093/esr/jcn018 ppf: 527 ppct: 16 formats: tig: atl: The Transition from Primary to Secondary Education: Meritocracy and Ethnicity. aug: au: Driessen, Geert Sleegers, Peter Smit, Frederik su: Academic achievement Education Netherlands sug: subj: Netherlands Academic achievement Education ab: The aim of this study was to better understand the influence of pupil background characteristics (e.g. gender, SES, ethnicity), various cognitive, and non-cognitive competencies (e.g. school performance, study attitude) and a number of class and school characteristics (e.g. socio-ethnic class composition, degree of urbanization) on the transition of children from primary to secondary education in the Netherlands. In the final grade of Dutch primary school, pupils are advised with regard to the type of secondary education considered most appropriate for them. Recent data from the national large-scale PRIMA cohort study, which includes more than 8,000 pupils and 500 classes, were used to examine differences in the levels of recommendation provided. The results showed the phenomenon of over-recommending or, in other words, groups of pupils receiving an educational recommendation, which is higher than justified by their school performance, to no longer exist. Pupil achievement appeared to be the most important factor for the explanation of the level of recommendation, which clearly provides support for the meritocratic principle. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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