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) |
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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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