Identifying the key source of deteriorating educational equity in Sweden between 1998 and 2014

Bought Privileges, Educational Segregation, Status and Prestige: The Role and Functions of Elite Schools and Academic Curricula in Relation to Education Justice and Equality

“…But this isn't the case today, following the decentralization and privatization reforms of the late eighties and early nineties and the very clear subsequent growth of extreme inequality (Beach, 2018). Educational inequality of access and performance are now greater than at any other time in the post-WW2 period (SOU 2017:35;YANG HANSEN;GUSTAFSSON, 2018) and between 1985 and the early 2010s the growth in social and economic inequality has been the largest among all OECD countries (THERBORN, 2018), as the average income of the top 10% of income earners has gone up to 6.3 times that of the bottom 10 (from 5.75 to 1 in 2007 and 4 to 1 during much of the 1990s) and the richest 5 economic individuals now own and control of more resources than the poorest 50% of the population.…”

“…It helps to enable those with enough of it to access social institutions, shape futures of and in those institutions, and to access educational privileges (POSECZNICK, 2013;FINE, 2012), even in countries such as the Nordic countries that are internationally recognized as strongly democratic (BEACH, 2017), and even during their most goldenperiods of new deal welfare capitalism (THERBORN, 2018). Yet even if selection to and in education systems also operate in relation to obdurate and ascribed social, racial and ethnic identities and values as well as in relation to places of origin and domicile, these factors have always been demonstrated to correlate positively and strongly with the possession of economic and cultural capital REAY;DAVID, 2002;BOURDIEU;PASSERON, 1964;HATCHER, 1998;RIZVI, 2016RIZVI, , 2018YANG HANSEN;GUSTAFSSON, 2018;WEIS, 1989).…”

Changes in individualized teaching practices in municipal and independent schools 2003, 2008 and 2014 - student achievement, family background and school choice in Sweden

“…Another difficulty is that student achievement is influenced by different factors at different levels at the same. For example, student achievement is both directly affected by a school's SES composition and the management practices of the school at the same time as it interacts with the quality of teaching practices and the ways students interact with each other in that social context (Yang Hansen & Gustafsson, 2019).…”

“…When the free school reform was introduced, it was argued that educational quality, equity and efficiency would be improved through choice and competition, especially for less advantaged students (Börjesson, 2016). The opposite trend has been observed, though school choice seems to have augments achievement gaps (Böhlmark, Holmlund, & Lindahl, 2016) as well as school segregation with respect to SES and migration background, especially for schools in disadvantaged areas (Yang Hansen & Gustafsson, 2019). Gustafsson and Blömeke (2018) investigated the development of achievement in compulsory school in the Nordic countries between 1964 and 2012, by the use of published results concerning literacy and numeracy from different international large-scale assessments (IEA, TIMSS, PIRLS, PISA and PIAAC).…”

“…Giota, 2013;Vinterek, 2006). The increased use of independent work, in particular is therefore hypothesized to account for at least a part of the increasing relationship between SES and achievement (SNAE, 2009;Yang Hansen & Gustafsson, 2019).…”