Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Seismo Verlag
2023-07-01
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| Series: | Swiss Journal of Sociology |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/sjs-2023-0016 |
| _version_ | 1827092352735379456 |
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| author | Scharenberg Katja Rollett Wolfram |
| author_facet | Scharenberg Katja Rollett Wolfram |
| author_sort | Scharenberg Katja |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T14:11:47Z |
| format | Article |
| id | doaj.art-8edefac1a4fc4a6686c1b664db09e8b8 |
| institution | Directory Open Access Journal |
| issn | 2297-8348 |
| language | deu |
| last_indexed | 2025-03-20T06:10:50Z |
| publishDate | 2023-07-01 |
| publisher | Seismo Verlag |
| record_format | Article |
| series | Swiss Journal of Sociology |
| spelling | doaj.art-8edefac1a4fc4a6686c1b664db09e8b82024-10-02T19:05:06ZdeuSeismo VerlagSwiss Journal of Sociology2297-83482023-07-0149229131410.2478/sjs-2023-0016Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory EducationScharenberg Katja0Rollett Wolfram11Pädagogische Hochschule Freiburg, Institut für Soziologie, D-79117Freiburg2Pädagogische Hochschule Freiburg, Institut für Erziehungswissenschaft, D-79117FreiburgTracking 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.https://doi.org/10.2478/sjs-2023-0016transitiontrackingschool compositiondifferential environments for students’ development |
| spellingShingle | Scharenberg Katja Rollett Wolfram 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 transition tracking school composition differential environments for students’ development |
| title | Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education |
| title_full | Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education |
| title_fullStr | Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education |
| title_full_unstemmed | Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education |
| title_short | Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education |
| title_sort | schools as differential environments for students development how tracking and school composition affect students transition after the end of compulsory education |
| topic | transition tracking school composition differential environments for students’ development |
| url | https://doi.org/10.2478/sjs-2023-0016 |
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