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1

Neighborhood, Segregation, and School Choice

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Schreurs Z. E. A. , Chang Rundgren S.-N.

Multidisciplinary Journal of School Education

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2021

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tom 10

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nr 2 (20)

111-133

EN

Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to shed light on what research should be focusing on as regards school choice and residential segregation with the following two research questions: What are the links between neighborhood and school choice in the literature? How are neighborhood and school choice connected to school segregation in the literature? Two main findings emerged: (1) the neighborhood-based social networks that parents developed had limited their school choices and (2) neighborhood segregation is one of the most important factors that contributes to school segregation and is related to multi-ethnic and socioeconomic contexts.

2

Volba školy pod tlakem reformních snah

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Geppert C. , Knapp M. , Kilian M. , Katschnig T.

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2015

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nr 1

9-28

EN

This paper focuses on school choice in the context of the implementation of a new type of lower secondary school in Austria. Within the selective Austrian school system, students have to decide after four years of comprehensive primary education whether to attend an academic secondary school or a lower secondary school with emphasis on vocational training. This choice was recently supposed to be eradicated by the implementation of a new lower secondary school, which is also known as a new middle school. Grounded in the rational choice theory, this paper inquires into the reasons for attending either the academic secondary school or the new middle school. Based on a quantitative analysis of questionnaires, which examined three groups of students and their parents who entered the lower secondary stage of education in 2010, 2011, and 2012, it concludes that the implementation of a new type of school does not directly influence a change in choice between an academic or vocational secondary school.

CS

Tento článek se zabývá otázkou volby školy v situaci zavedení nového typu nižší sekundární školy do vzdělávacího systému v Rakousku. V rámci selektivního rakouského systému se žáci musí po absolvování čtyř let jednotné elementární školy rozhodnout mezi nižší sekundární školou akademického či neakademického typu. Tuto volbu mělo za cíl odstranit zavedení tzv. nové nižší střední školy, k němuž v nedávné době v Rakousku došlo. S odvoláním na teorii racionální volby si tento příspěvek klade otázku: Jaké jsou důvody pro volbu akademické nižší sekundární školy na straně jedné a nové nižší sekundární školy na straně druhé? Z analýzy dat z kvantitativního dotazníkového šetření, které se zaměřilo na tři kohorty žáků a rodičů vstupujících do nižšího sekundárního stupně v letech 2010, 2011, 2012, vyplývá, že zavedení nového typu školy nevede přímo ke změně chování při provádění volby mezi akademickou a neakademickou profilací.

3

Do local characteristics matter? Secondary school track choice in Poland

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Kłobuszewska M. , Rokicka M.

Ekonomia. Rynek, Gospodarka, Społeczeństwo

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2016

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nr 45

83-103

EN

This paper examines to which extent the school track choice in Poland between vocational and general education can be attributed to variation of personal characteristics and to which extent to variation of the local conditions. We assume that not only a family background, but also local characteristics are important determinants of school track decisions. As we make distinction between three different types of secondary schools: basic vocational, secondary vocational, and general secondary, and we want to examine the county specific characteristics we apply a multilevel method for multinomial logistics regression to address the issue. Our results indicate that both child’s characteristics such as sex and school performance and characteristics of household are related to school track decisions. We also found that there is statistically significant variation in school track choice on the county level. Local unemployment rate is statistically significant determinant of school track decision and it also explains a great variation between counties. This finding is important in the light of EU regional cohesion policy aiming at diminishing regional disparities.

4

Parental Capital and Strategies for School Choice Making: Polish Parents in England and Scotland

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Trevena P. , McGhee D. , Heath S.

Central and Eastern European Migration Review

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2016

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tom 5

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nr 1

71-92

EN

Based on a study of Polish migrants living in England and Scotland, this paper explores how Polish families who have decided to bring up their children in the UK make initial school choices. The Polish parents taking part in our study generally had low levels of social and cultural capital (Bourdieu 1986) upon arrival in the UK: they had limited networks (predominantly bonding capital) (Putnam 2000) and a poor command of English, and lacked basic knowledge of the British education system. Meanwhile, this is a highly complex system, very much different from the Polish one; moreover, school choice plays a much more important role within the UK system, especially at the level of secondary education. We found that while some parents acted as ‘disconnected choosers’ (Gewirtz, Ball, Bowe 1995) following the strategy they would use in Poland and simply enrolling their children in the nearest available school, others attempted to make an informed choice. In looking for schools, parents first and foremost turned to co-ethnic networks for advice and support; nevertheless, parents who attempted to make an informed choice typically lacked ‘insider knowledge’ and often held misconceptions about the British education system. The one feature of the system Polish parents were very much aware of, however, was the existence of Catholic schools; therefore, religious beliefs played a key role in school choice among Polish parents (with some seeking and others avoiding Catholic schools). The ‘active choosers’ also made choices based on first impressions and personal beliefs about what was best for their child (e.g. in terms of ethnic composition of the school) or allowed their children to make the choice. Parents of disabled children were most restricted in exercising school choice, as only certain schools cater for complex needs. All in all, the Polish parents in our sample faced similar barriers to BME (Black Minority Ethnic) parents in exercising school choice in the UK and, regardless of their own levels of education, their school selection strategies resembled those of the British working class rather than of the middle class. However, the risk of ‘bad’ initial school choice may be largely offset by a generally strong preference for Catholic schools and parents’ high educational ambitions for their children.

5

The right choice decision to continue education at the high school : choosing the right school

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Szopa P.

Polish Journal of Management Studies

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2014

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tom Vol. 10, No. 1

177--182

EN

Demanding that the contemporary labor market and expectations of young people starting their careers, the difficulty in determining the future of professional and increased responsibility for their own future have led to increased interest and demand for advisory services. School education is a process that allows the one hand, acquiring the necessary knowledge, is the foundation for achieving a high economic level of the country, on the other hand, offers young people the chance to realize their career plans. At the same time changes in the labor market necessitate continuous updating of skills and competence, requiring teachers to prepare students to enter the profession and field of study.

PL

Wymagania, które stawia współczesny rynek pracy oraz oczekiwania młodych ludzi rozpoczynających karierę zawodową, trudności w określeniu przyszłości zawodowej oraz wzrost odpowiedzialności za własną przyszłość spowodowały zwiększenie zainteresowania i zapotrzebowania na usługi doradcze. Edukacja szkolna jest procesem, który umożliwia z jednej strony zdobywanie potrzebnej wiedzy, jest fundamentem do osiągnięcia wysokiego poziomu gospodarczego kraju, a z drugiej, stwarza młodym ludziom szansę na realizację ich planów zawodowych. Jednocześnie zmiany na rynku pracy wymuszają ciągłe podnoszenie kwalifikacji i kompetencji zawodowych, nakładając na nauczycieli obowiązek przygotowania uczniów do wyboru zawodu i kierunku kształcenia.

6

Vybrané faktory ovplyvňujúce výber strednej školy absolventmi základnej školy

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TOMKOVÁ V.

Edukacja-Technika-Informatyka

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2019

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tom 10

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nr 3

224-229

SK

Výber strednej školy žiakmi končiacimi základnú školu (ZŠ) je v centre pozornosti celej spoločnosti na Slovensku. Väčšina absolventov základnej školy sa orientuje na humanitne zamerané stredné školy (SŠ). Ministerstvo školstva iniciuje aktivity na podporu a propagáciu prírodovedných predmetov v školách. Cieľom uvedených aktivít je zvýšiť u žiakov záujem o technické odbory na stredných školách. V príspevku sú prezentované výsledky prieskumu na vzorke žiakov základnej školy, ktorý bol zameraný na zistenie faktorov, ktoré v rozhodujúcej miere ovplyvnili výber školy žiakmi.

EN

The primary school graduates' choice of secondary school is in the centre of society's attention. Most primary school graduates choose secondary schools with humanitarian focus. The Ministry of Education in Slovakia initiated activities to support and promote science and technology subjects at schools. The main goal of these activities is to increase pupils' interest in technically oriented secondary schools. The paper presents the results of research on sample of primary school pupils. The research was focused to find out some factors influencing pupils' choice.

7

Technické vzdelávanie a profesijná orientácia žiakov základných škôl

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Ažaltovičová M. , Tomková V.

Edukacja-Technika-Informatyka

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2019

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tom 10

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nr 4

85-91

EN

Pupils of the eighth and ninth grades of elementary schools are faced with an important decision by choosing a secondary school. The choice of secondary school is subsequently based ontheir professional orientation. The choice of professional orientation of pupils predetermines theircareer path, which leads pupils to establish themselves in the next life on the labor market. It istherefore necessary for the pupil to have professional requirements defined and in what area wantsto be employed later. The character and interests of the pupil also play an important role in theselection of suitable study at secondary school.

SK

Žiaci ôsmeho a deviateho ročníka základných škôl stoja pred dôležitým rozhodnutím a to výberom strednej školy. Od výberu strednej školy sa následne odvíja aj ich profesijná orientácia. Výber profesijnej orientácie žiakov predurčuje ich životnú dráhu, ktorá vedie žiakov na následné sa etablovanie v ďalšom živote na trhu práce. Pre žiaka je preto potrebné, aby mal zadefinované svoje profesijné požiadavky a v akej oblasti chce byť neskôr zamestnaný. Dôležitú úlohu pri výbere vhodného štúdia na strednej škole zohrávajú aj charakter a záujmy žiaka.

8

Analysis of Social Influences in the Transition of Czech Students Between Educational Levels and to the Labour Market

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Hlaďo P.

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tom 3

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nr 1

25-38

EN

The paper deals with the transition of Czech students of lower secondary schools (ISCED 2A) and vocationally oriented upper secondary schools (ISCED 3A and 3C) between educational levels and to the labour market. The theoretical introduction describes the specifics of career decision making of Czech pupils and synthesizes some important empirical findings on social influences on this decision. The core lies in a survey designed by the National Institute of Education, School Counselling Centre and Centre for Further Education of Teachers. The instrument of data collection was questionnaires for students of final years of lower secondary and upper secondary schools. Data collection took place in 2011 at 40 lower secondary (n=779) and 20 vocationally oriented upper secondary schools (n=442). The paper compares the views of these groups of respondents on student’s autonomy in the choice of further education and occupation, and social influences on students’ career decision-making.