Schools as differential environments for students’ development: How tracking and school composition affect students’ transition after the end of compulsory education

Scharenberg, Katja; Rollett, Wolfram (2023). Schools as differential environments for students’ development: How tracking and school composition affect students’ transition after the end of compulsory education. Swiss Journal of Sociology, 49(2), pp. 291-313. De Gruyter 10.2478/sjs-2023-0016

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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 two Swiss school-leavers’ cohorts from 2000 and 2016, multilevel analyses showed that the social and achievement-related school composition and track affiliation predicted successful transitions beyond student characteristics. Compositional effects were in part differentially predictive depending on students’ track affiliation.

Item Type:

Journal Article (Original Article)

ISSN:

2297-8348

Publisher:

De Gruyter

Projects:

[1036] Transitions from Education to Employment (TREE) Official URL

Language:

English

Submitter:

Sandra Hupka-Brunner

Date Deposited:

25 Oct 2023 08:28

Last Modified:

27 Jun 2024 09:38

Publisher DOI:

10.2478/sjs-2023-0016

BORIS DOI:

10.48350/187423

URI:

https://boris.unibe.ch/id/eprint/187423

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