School Segregation and the Secondary-School Achievements of Youth in the Netherlands

A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students

“…Regardless of this discrepancy, research suggest that ethnic composition is not related to achievement in secondary education, after taking into account socio-economic composition. School composition accounts for little, if any, of the observed differences in achievement across ethnic/social background (Sykes & Kuyper, 2013). There is a teacher shortage in The Netherlands .…”

“…School choice is open and parents are obliged to choose a school. School careers of students are highly differentiated in secondary education in terms of curricula, prestige, number of years' duration, final qualifications, and possible destination after secondary education (Sykes & Kuyper, 2013).…”

Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands

“…A large proportion of students in this region has a lower socioeconomic background, which usually implies lower learning levels. Specific teaching skills are required to deal with more demanding learning and behavioural problems (Muijs et al, 2004;Sykes & Kuyper, 2013;Sykes & Musterd, 2011). In such a context, stronger basic teaching skills might be required in order to keep this type of students motivated to learn.…”

“…Research has shown that, as a result, retention of (beginning) teachers is more difficult in schools with a large share of students with low socioeconomic status (Danhier, 2016;Johnson & Birkeland, 2003) and that beginning teachers learn less in such demanding contexts (Ronfeldt, 2012;Sass, Hannaway, Xu, Figlio, & Feng, 2012). Other studies have shown that specific teaching skills are required to deal with the demanding learning and behavioural problems of such students (Muijs, Harris, Chapman, Stoll, & Russ, 2004;Sykes & Kuyper, 2013;Sykes & Musterd, 2011). In Belgium, schools with students of low ability or low socioeconomic status have less orderly learning environments and teachers cooperate less with each other (Opdenakker & Van Damme, 2007).…”

School choice and local embeddedness in Brussels: the neighbourhood effect assessed through administrative files

“…Multilevel modelling has offered possibilities to disentangle these effects. Such techniques have been used for a long time to measure the negative effect of being in a deprived school (Dumay and Dupriez, 2008;Opdenakker, Van Damme, 2001;Sykes, Kuyper, 2013). They have also been used to model clustering in neighbourhood data and to disentangle the effect of the school from the effect of the neighbourhood.…”