Stratification in Academic Secondary Programs and Educational Inequality in Israel and the United States

Ayalon, Hanna; Gamoran, Adam

doi:10.1086/447591

Cited by 54 publications

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“…Gamoran, 1987Gamoran, , 1996. The relation between differentiation and inequality is context-bound (Gamoran, 1997;Ayalon & Gamoran, 2000;Ayalon et al, 2008). The factors causing an association between differentiation and inequality at the secondary level may operate less strongly at the level of higher education because most of the main effects of social class operate well before students reach the threshold of entry to higher education (Mare, 1981).…”

Section: Many Routes To Educational Expansionmentioning

confidence: 99%

Scottish higher education, 1987–2001: expansion through diversion

Iannelli

Gamoran

Paterson

2011

Oxford Review of Education

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A pressing question about the expansion of higher education is whether it tends to be inclusive, in the sense of bringing in larger proportions of persons from disadvantaged backgrounds, or diversifying, in that higher education tends to differentiate as it expands, or both, by bringing more persons into an increasingly stratified system of higher education. This paper addresses the question with evidence on higher education expansion in Scotland. Data are drawn from six waves of the Scottish School Leavers Survey from the late 1980s to the start of the new millennium. Binary and multinomial logit models are estimated to examine changes in inequality during this period, which was characterised by substantial expansion in both secondary qualifications and postsecondary enrolment. The results show that, in contrast to the general pattern of stable inequality observed in most nations, overall social inequalities in Scottish higher education enrolment declined over time. However, this decline did not occur in all sectors but was limited to the lowest-status institutions. These findings illustrate how expansion can serve both inclusive and diversifying ends.Keywords: higher education; educational inequality; effectively maintained inequality; multinomial logit Expansion and stratification in higher educationThe expansion of higher education 1 -which is the latest phase in a century-long, global expansion of educational participation (Schofer & Meyer, 2005)-raises new questions for equality of opportunity. The paper investigates these questions using the case of Scotland. Expansion might provide more opportunities for the disadvantaged, but it has also benefited those from more advantaged origins. As a result, and with some notable exceptions, inequality of educational attainment has *Corresponding author.

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Section: Many Routes To Educational Expansionmentioning

confidence: 99%

Scottish higher education, 1987–2001: expansion through diversion

Iannelli

Gamoran

Paterson

2011

Oxford Review of Education

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“…abilities) but are linked to preferences and constraints that are influenced by the cultural and socioeconomic circumstances of the family of origin (Boudon, 1974;Jackson, 2013;Jackson et al, 2007;Neugebauer & Schindler, 2012). However, research has tended to overlook the role of subject choice in the reproduction of social inequalities in educational achievement-for notable exceptions, see Ayalon (2006), Ayalon & Gamoran (2000) and Van de Werfhorst et al (2003). The neglect of a systematic analysis of the role of subject choice is important for two reasons.…”

Section: Introductionmentioning

confidence: 99%

Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland

Iannelli

Smyth

Klein

2015

British Educational Res J

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This paper examines the relative importance of upper secondary subject choice and attainment in explaining social inequalities in access to higher education (HE) in Scotland and Ireland. These two countries differ in the extent of curriculum differentiation, in the degree of standardisation in school examination and in HE entry criteria. In particular, in Scotland subject choice in upper secondary education is more differentiated (both in terms of number and type of subjects taken) and allocation of places in HE is less standardised and more dependent upon the subjects studied at school than in Ireland. Given these institutional differences, we expected subject choices to be more important for explaining social origin differences in HE entry and access to prestigious institutions in Scotland than in Ireland. Because of increasing student competition for HE places, we further hypothesised the growing importance of school subjects over time in mediating social inequalities in HE entry in both countries, more so in Scotland than in Ireland. Our results confirm that subject choice is a stronger mediator of social inequalities in HE entry and access to prestigious universities in Scotland while attainment is more important in Ireland. Contrary to our expectations, the role of subject choice in HE entry has not become more important over time. However, in Scotland subject choice continues to be a strong mediator for social inequalities in HE entry.

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“…A comparative study on the United States and Israel (Ayalon and Gamoran 2000) argued that inequality in educational achievement by social class is more strongly affected by tracking in an unstandardized educational system without central examinations (the United States) than in a standardized system with high-stakes central exams (Israel). A recent study by Bol et al (2014) confirmed this finding in a larger scope of countries.…”

Section: Current Knowledgementioning

confidence: 99%

Searching for the golden model of education: cross-national analysis of math achievement

Bodovski

Byun

Chykina

et al. 2017

Compare: A Journal of Comparative and International Education

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We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking.

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Stratification in Academic Secondary Programs and Educational Inequality in Israel and the United States

Cited by 54 publications

References 0 publications

Scottish higher education, 1987–2001: expansion through diversion

Scottish higher education, 1987–2001: expansion through diversion

Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland

Searching for the golden model of education: cross-national analysis of math achievement

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