<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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.</p>
</abstract>

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.

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

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

Tracking leads to differential developmental environments resulting in educational inequalities. We investigated whether tracking and school composition affect...

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

Data publikacji: 18 sie 2023

Zakres stron: 291 - 314

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

Słowa kluczowe
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.

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

Data publikacji: 18 sie 2023

Zakres stron: 291 - 314

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

Słowa kluczoweTransition, 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.

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