Low Socioeconomic School Composition as an Indicator of Low Educational Attainment: Evidence from Slovakia



Year of publication 2020
Type Article in Periodical
Magazine / Source e-Pedagogium
MU Faculty or unit

Faculty of Arts

Web https://e-pedagogium.upol.cz/pdfs/epd/2020/04/03.pdf
Doi http://dx.doi.org/10.5507/epd.2021.010
Keywords school composition; social disadvantage; socially disadvantaged students; educational attainment; attainment gap; educational inequality
Description This study is first of its kind in Slovakia using large-scale nation-wide government agency data documenting students' destinations after leaving elementary schools with high representation of socially disadvantaged children. Secondary aggregate data obtained from elementary schools and the Ministry of Education covering approximately a quarter of all Slovak socially disadvantaged children in Years 1-9 were compiled into a new dataset. A cross-sectional analysis revealed that, compared to the country average, students leaving elementary schools with high ratios of socially disadvantaged children are more likely to stop attending schools and less likely to continue at academic strand schools. Overall, I found very high inter-school variations in students' destinations implying that some schools are more successful than others in alleviating the negative effects of low socioeconomic school composition on educational attainment. Small number of low socioeconomic composition schools showed similar or better record of students' destinations than the Slovak average.
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