Competition and School Performance: Swedish School Leavers from 1991–2012

Hennerdal, Pontus; Malmberg, Bo; Andersson, Eva

doi:10.1080/00313831.2018.1490814

Cited by 19 publications

(28 citation statements)

References 25 publications

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“…Apart from the knowledge-centered national curriculum of compulsory education, two major reasons for this appear to be free school choice, which leads to increased school segregation (Hennerdal et al, 2020;Larsson, 2019), and high rates of low-skilled migrants from the 1990s onwards (Ekberg, 1999;Sanandaji, 2018). Moreover, economists such as Sanandaji (2018) and migration scholars like Vogiazides and Mondani (2020) have argued that the socioeconomic and sociocultural integration of migrants in Sweden has failed, especially in the city of Malmö, leading to an increased fiscal burden and high unemployment and crime rates (Sanandaji, 2018).…”

Section: Background: the Contemporary Swedish Education Contextmentioning

confidence: 99%

Regional Differences in Educational Achievement among Swedish Grade 9 Students

Boman

2021

Scandinavian Journal of Educational Research

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The current article examined educational achievement at lowersecondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bivariate correlations indicated that the proportion of highly-educated individuals in each municipality was positively associated with grades and NTR and that the proportion of welfare recipients and non-natives, as well as rural location, had negative associations. In relation to two case studies with fewer observations, teacher certification rates were more strongly correlated with higher achievement measures. Overall, the NTR of Swedish as a second language (SVA) pupils lowered the overall results in most municipalities. For instance, in low-performing municipalities the native students' NTR was virtually identical to that of the "high-performing" or "best" municipalities when SVA scores were removed. Thus, it seems misguided to highlight "successful" school municipalities whose performance is only average.

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Section: Background: the Contemporary Swedish Education Contextmentioning

confidence: 99%

Regional Differences in Educational Achievement among Swedish Grade 9 Students

Boman

2021

Scandinavian Journal of Educational Research

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“…Evaluations of the changes in Swedish school systems have shown increased segregation between schools in terms of students' socio-economic status, ethnicity and performance ( Böhlmark, Holmlund, & Lindahl, 2016 ; Holmlund et al, 2014 ), while average performance has not increased ( Hennerdal, Malmberg, & Andersson, 2018 ; Hinnerich & Vlachos, 2017 ). Similarly, market competition in the Swedish health care system has not produced discernible benefits ( Anell, 2015 ; Hartman, 2011 ).…”

Section: The Implications Of This Analysis For Other Countriesmentioning

confidence: 99%

Scaling up and scaling out: Consilience and the evolution of more nurturing societies

Biglan

Johansson

Ryzin

et al. 2020

Clinical Psychology Review

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This paper argues that diverse disciplines within the human sciences have converged in identifying the conditions that human beings need to thrive and the programs, policies, and practices that are needed to foster well-being. In the interest of promoting this view, we suggest that this convergence might usefully be labeled “The Nurture Consilience.” We review evidence from evolutionary biology, developmental, clinical, and social psychology, as well as public health and prevention science indicating that, for evolutionary reasons, coercive environments promote a “fast” life strategy that favors limited self-regulation, immediate gratification, and early childbearing. However, this trajectory can be prevented through programs, practices, and policies that (a) minimize toxic social and biological conditions, (b) limit opportunities and influences for problem behavior, (c) richly reinforce prosocial behavior, and (d) promote psychological flexibility. The recognition of these facts has prompted research on the adoption, implementation, and maintenance of evidence-based interventions. To fully realize the fruits of this consilience, it is necessary to reform every sector of society. We review evidence that free-market advocacy has promoted the view that if individuals simply pursue their own economic well-being it will benefit everyone, and trace how that view led business, health care, education, criminal justice, and government to adopt practices that have benefited a small segment of the population but harmed the majority. We argue that the first step in reforming each sector of society would be to promote the value of ensuring everyone's well-being. The second step will be to create contingencies that select beneficial practices and minimizes harmful ones.

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“…Böhlmark and Lindahl (2015) found a positive effect of this competition on pupils' grades at municipality level, but found no significant grade inflation in higher grades in municipalities with high levels of school competition. In contrast, Hennerdal, Malmberg, and Andersson (2018) showed that when individual data are used, grades are affected by school segregation when the composition of school peers along with own and peers' parental background are taken into account. Hennerdal et al (ibid.…”

Section: Variations In Gradingmentioning

confidence: 99%

Geographical variations in the relation between final course grades and results on the national tests in social sciences, 2015-2017

Molin

Fjellborg

2019

Educational Review

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Grade inflation, involving comparisons between public and independent schools, is presently under discussion in Sweden. This paper reports on discrepancies between national test results and the final course grade in social sciences, in year 9. Open data at school level were used in OLS regression analyses to scrutinise systematic differences between independent and public schools and between different geographical units. The geographical analysis was used to highlight systematic geographical inconsistencies between national test results and the final course grade. The main findings of the present study are: 1) The differences in grading between private and public actors are small when considering important background factors like the average educational level of parents, the school's grade point average (GPA), and which national test in social sciences was carried out at the school. 2) Schools in metropolitan areas are more inclined to give pupils a higher final course grade than their national test result, and it is less likely that schools in metropolitan areas and in municipalities surrounding the metropolitan areas give pupils a final course grade that is lower than their national test result. The regional differences might well affect pupils' continued studies, and the ambition of providing an equitable school to all children in all parts of Sweden has thus not been successful.

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Competition and School Performance: Swedish School Leavers from 1991–2012

Cited by 19 publications

References 25 publications

Regional Differences in Educational Achievement among Swedish Grade 9 Students

Regional Differences in Educational Achievement among Swedish Grade 9 Students

Scaling up and scaling out: Consilience and the evolution of more nurturing societies

Geographical variations in the relation between final course grades and results on the national tests in social sciences, 2015-2017

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