共查询到20条相似文献，搜索用时 15 毫秒
1.
Fairness in access to HE is unarguably a subject of paramount importance. Wherever a student’s secondary school scores are relevant for access to HE, grade inflation practices may jeopardize fair access. Pressures for high grading are common in the context of educational consumerism and competition between schools and students. However, they are not equally distributed across different types of schools, given that they have distinct relationships with the State and the market, and work with distinct populations. Specifically, the schools that are more subject to market pressures (namely private schools) are, in principle at least, the ones with more incentives to inflate their students’ grades. This paper presents an empirical study based on a large, 11 years database on scores in upper secondary education in Portugal, probing for systematic differences in grade inflation practices by four types of schools: public schools, government-dependent private schools, independent (fee-paying) private schools, and specially funded public schools in disadvantaged areas (TEIP schools). More than 3 million valid cases were analysed. Our results clearly show that independent private schools inflate their students’ scores when compared to the other types of schools. They also show that this discrepancy is higher where scores matter most in competition for HE access. This means that—usually wealthier—students from private independent schools benefit from an unfair advantage in the competition for the scarce places available in public higher education. We conclude discussing possible solutions to deal with such an important issue. 相似文献
2.
Since the 1990s, the Swedish education market has gone through a dramatic transformation due to the introduction of voucher-funded independent schools. We make use of data on school applications to condition on student preferences for independent versus public education, and estimate a positive relationship between independent upper secondary school attendance and grades, graduation rates, and post-secondary education. We however also find strong indications of more lenient grading standards in independent schools, especially in schools organized as for-profit entities and in schools with a low share of qualified teachers. Our results suggest that, although independent school attendance seems to benefit the individual students in terms of higher grades and increased transition to post-secondary studies, grade inflation in the Swedish upper secondary independent schools may be a serious problem. 相似文献
3.
Tommy Lind 《Scandinavian Journal of Educational Research》2019,63(3):333-346
Governmental reforms since the early 1990s have acted as a push factor for starting new schools in Sweden and have created options for pupils to choose a school irrespective of municipal borders. This study highlights the upper secondary school system in small municipalities in northern Sweden since the late 1990s. The analysis shows that the reforms led to more schools, and thereby also to more competition in recruiting pupils both within and across municipal borders. When the cohorts started declining, the vulnerability of the school structure became obvious. The competition generated higher costs per capita and fewer available programs in small municipalities. Furthermore, it was noted that fewer pupils attending schools in small municipalities completed their education compared to those in larger municipalities. 相似文献
4.
20世纪90年代,瑞典政府对教育实行了根本性的改革,通过地方分权、择校、对独立学校拨款等措施积极鼓励独立学校的发展。事实证明,瑞典独立学校在学校数量和学生规模上增长极快,相对于市立学校而言,具有比较明显的优势。独立学校的发展对公立学校产生了积极的影响,激发了整个学校体系的活力,同时也为其他国家的教育改革提供了一种可以借鉴的模式。 相似文献
5.
This study examines the consequences of grade inflation at the upper secondary education level on enrolment in higher education and earnings for Sweden. Although grade inflation is unfair and may imply inefficient allocation of human resources, current knowledge of grade inflation effects on individual outcomes is scarce. One explanation is probably the challenge of measuring and estimating causal grade inflation effects. We find that grade inflation at the school level affects earnings mainly through choice of university and the chosen field of education, rather than through enrolment per se, because attending universities of higher quality and pursuing high-paying fields of education have a substantial impact on earnings. On the other hand, high-skilled students attending upper secondary schools without grade inflation and, unexpectedly, low-skilled women attending “lenient” schools are harmed by this. This causes extensive unfairness and, plausibly, detrimental welfare effects. 相似文献
6.
瑞典1992年正式推行择校改革,家长和学生可以在本地区和地区以外的所有公立学校和独立学校中自由选择学校就读。实践表明,家长选择学校时更关心学校质量而非种族等其他与质量无关的因素,但择校客观上造成了学校学生种族构成的变化。瑞典择校激发了学校间的竞争,提高了整体的教育质量,鼓励了学校创新,但是也造成了学生和学校的分化。 相似文献
7.
Björn Högberg Joakim Lindgren Klara Johansson Mattias Strandh Solveig Petersen 《教育政策杂志》2021,36(1):84-106
ABSTRACT Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health. 相似文献
8.
Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2005,12(2):125-144
This study investigates empirically the mechanisms behind the increasing grade point averages in Swedish upper secondary schools. Four hypotheses are presented as plausible explanations; improved student achievements, student selection effects, strategic behaviour in course choices, and lowering of grading standards. The analysis is based on extensive data, and focuses on grades and test scores from upper secondary school graduates over a 6‐year period. The result shows that the increase in grade point averages cannot be explained by better achievements, selection effects or course choices, which means that standards have been lowered, which is interpreted here as grade inflation. The grade inflation is most likely an effect of the leniency in the grading system in combination with pressure for high grading, related to the upper secondary school grades’ function as an instrument for selection to higher education. 相似文献
9.
Julia Resnik 《教育政策杂志》2020,35(3):315-336
ABSTRACTSince the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition. 相似文献
10.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
11.
Eva Myrberg 《Educational studies》2007,33(2):145-162
This study investigates the influence of teacher competence on 3rd‐grade students’ reading achievement in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 (Progress in Reading Literacy Study 2001) and comprise some 10,000 students. Students in independent schools achieved better on the reading test than did students in public schools, but when parents’ education was controlled for, the effect on students’ achievement of school type disappeared. Teacher certification for teaching in the early grades had a strong effect on students’ mean reading test scores in both school types, while no significant effects of teacher experience, age, gender, in‐service training or cooperation could be established. Though school type had no influence of itself, it was a mediating factor for both parents’ education and teachers’ education. These effects, however, worked in opposite directions. 相似文献
12.
Miriam David 《International Studies in Sociology of Education》2013,23(1-2):87-109
ABSTRACT This paper compares and contrasts the origins, objectives and outcomes of the New Right education reform movements in Britain and the USA. It considers whether the education reforms will create a new era for schools, in terms of diversity of public and private provision and social, sexual and racial differentiation. This is despite the emphasis on quality or excellence in education as opposed to equality of educational opportunity. The origins of the reform movements are to be found in both the politics and economic developments of the ‘social democratic’ or ‘liberal’ bipartisan political consensus. The objectives of the reforms are to deal with declining international competitiveness and the raising of educational standards through consumer or parental choice. The outcomes are likely not to be a general raising of standards but rather a bifurcation in terms of a complex mix of class, race and gender. 相似文献
13.
A key assumption of school choice and competition policies is that parents’ most important (if not only) priority when choosing a school is its quality. However, evidence about which of a school's attributes really drives parental choice is still scarce. We use census data from a parent questionnaire in Chile, a country with a national school choice and competition system, to describe the attributes most commonly considered by parents when choosing a school, and to assess how the probability of prioritizing those attributes varies with the parents’ socioeconomic characteristics, while controlling for other characteristics of the family. We find that parents choosing a school prioritize its proximity, its quality, and whether it provides religious education. Furthermore, the probability of parents prioritizing proximity is higher for parents of low socioeconomic status, while the probability of them prioritizing quality and religious education is higher for parents of high socioeconomic status. These findings show that only advantaged families choose schools based on their quality, and therefore school choice and competition policies may offer a limited benefit for disadvantaged pupils, possibly maintaining or reinforcing socioeconomic segregation in the education system. 相似文献
14.
Sara Jayne Long Jemma Hawkins Simon Murphy Graham Moore 《British Educational Research Journal》2023,49(4):674-692
The education systems of the four UK nations are diverging, and the education system in Wales is undergoing major reform with substantially increased emphasis on health and wellbeing. Understanding the implementation of major policy and system reforms requires an understanding of system histories and starting points. This study aimed to explore the perceived roles of schools in contemporary society, and how this role has evolved over time; the aims of the reforms, with a particular focus on health and wellbeing; and perceived barriers and facilitators for implementation. Interviews were held with senior stakeholders in the Welsh education system who held a strategic role in shaping the reforms. These included senior members of government and schools with a remit in either design of the curriculum or educationalists’ professional learning, Wales's school regulatory body, and those with a multidisciplinary remit in health and education. Interviews were subjected to thematic analysis, which produced a number of themes related to each objective, including ‘a changing society and increasing expectations on schools’, ‘the perceived role of schools in supporting health and wellbeing’, ‘the aims of the reform’, ‘what will success look like?’, ‘national level barriers and facilitators’ and ‘community and school level barriers and facilitators’. Findings suggest that education system reform requires change at multiple levels of the education system. Consideration of each level, and the interactions between them, is necessary for achieving change. 相似文献
15.
This article argues that resource expansion can fail to improve actual student performance because it might cause educators to soften grading standards (i.e., induce grade inflation). Our theoretical model shows that, depending on schools’ and students’ reactions to resource changes, the overall effect of resources on education outcomes is ambiguous. Schools, however, have an incentive to adjust their grading structure following resource shifts, such that grade inflation is likely to accompany resource-driven policies. Exploiting a quasi-experimental policy intervention in the Netherlands, we find that additional resources may indeed induce grade inflation, particularly when the resource increase is limited. 相似文献
16.
Jakob Evertsson 《History of education》2015,44(3):259-273
It was in the late nineteenth century that teaching in Sweden’s elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education during this period. In Sweden, however, the practice of inspection has not been explored at any length. This article therefore considers the part played by school inspections in the implementation of a more extensive curriculum in Swedish elementary schools in the period 1860–1900, with a particular focus on the subject of history, using a study of inspection reports from the diocese of Uppsala. It is argued that school inspectors had a key role in initiating reform at the local level, but also that the move towards broader-based citizenship education was not a simple, straightforward process. 相似文献
17.
Mikiko Nishimura 《Asia Pacific Education Review》2006,7(2):205-217
It is widely acknowledged that the private costs of education occupy a substantial part of the overall education cost and
thus they have implications for quality and equity in education. The case of Japan demonstrates that access to basic education
at junior high school level is unequal and inequitable when considering private costs of education borne within and outside
the school system. It was also found that household spending on supplementary education in public schools is likely to be
determined by local implementation of education reforms. Current education reform with its absence of financial and technical
support to schools under the guise of deregulation does not seem to generate good levels of choice nor does it seem to sustain
quality and equity in education. 相似文献
18.
20世纪90年代以来,为应对"宽松教育"带来的负面效应、进而适应全球化的自由竞争,日本东京都率先进行基础教育领域的改革,期望"从东京都改变日本"。东京都基础教育质量保障改革措施主要体现在自由选择学校制度、高中多样化、校长管理及经营权的加强、教员考核制度的完善以及恢复学力测试和学生培养目标的修正等方面,目前取得了一定的效果。面向未来,东京都出台了第三个《东京都教育愿景》,包括充实个性和社会自立教育、培养活跃于世界舞台的人才、培育健全心态和健康生活能力、推进奥运会及残奥会教育、提高教师资质与能力、提高家庭和社会教育能力等内容,以期培养引领未来的国际性人才。 相似文献
19.
《The Journal of educational research》2012,105(1):69-70
ABSTRACT Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services. 相似文献