Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education

Publié en ligne: 18 août 2023

Pages: 291 - 314

DOI: https://doi.org/10.2478/sjs-2023-0016

Mots clés

Transition, tracking, school composition, differential environments for students’ development

© 2023 Katja Scharenberg et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.