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1. Performance differences between public and private schools measured on the PISA 2009 reading scale
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This report discusses the most relevant issues concerning school choice schemes, and how they intertwine with equity considerations, through a literature review and analysis of the effects different types of school choice programmes have on equity. In the last 25 years, more than two-thirds of OECD countries have increased school choice opportuniti...
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... In the international sphere, scholars have pointed out that school choice policies could have negative effects on equity since it might increase social segregation based on students' characteristics such as ethnicity, ability, socio-economic status, and gender (Bonal, Zancajo, and Scandurra 2021;Ladd, Fiske, and Ruijs 2011;Musset 2012). According to Mediavilla and Zancajo (2018), the adverse effects of school choice policies on social stratification and segregation processes are due to the behaviour of both demand and supply-side. ...
In 2016, the Chilean Ministry of Education implemented the new School Admission System (SAS) designed with the goal of equalizing access to schools for the most disadvantaged families and reduce educational segregation. Yet it is not clear if the SAS is sensitive to socio-cultural minorities and their particular conditions. Hence, in this article we explore the school choice experiences of parents from three socio-cultural minorities under the new SAS: Mapuche – indigenous families, Latin American migrant parents, and parents with children with disabilities. Using an intersectional theoretical approach and a qualitative research design, we show that while in some cases the implementation of SAS impedes previous discriminatory processes, in others this new system alone has not yet overcome long-established and inherent educational inequalities in Chilean education. Besides, SAS has also resulted in new challenges in the school choice processes of these parents. Their experiences with the SAS express the intersection of different axis of inequality, according to the conditions and historicities of each group of families. Finally, we reflect on the challenges that the policy faces in regard to develop an educational policy that is fairer to all families, in the context of the unequal and marketized Chilean educational system.
... 22 This is particularly so because school segregation does not only reflect existing social and spatial inequalities but also contributes to maintaining and exacerbating those. 23 One relevant dimension of the problem is that segregated schools can produce different conditions of learning reproducing unequal educational outcomes. International research has shown that while mixed schools can positively affect the performance of low-SES pupils, 24 negative consequences exceeding the effects of pupils' individual characteristics can arise when the schools' student composition becomes severely disadvantaged. ...
For a long time, Finland stood out in international pupil assessments with a rare combination of excellent overall performance and a high level of equality. However, recent PISA studies point to both deteriorating learning outcomes and increasing importance of pupils’ social background for their learning outcomes in Finland. In addition, strongly increasing socio-economic and ethnic residential segregation in many Finnish cities has had a marked effect on schools since residential patterns are a central factor in school segregation and over one third of Finnish school children live in larger cities. The growing differences between the student intakes of schools have led to strongly diverging learning outcomes and learning conditions between schools in Finland. Urban segregation has therefore become a key question for educational equality and Finnish educational policies. In this chapter, we scrutinise the ways in which school segregation is related to societal and spatial differentiation in the Finnish urban context and how this relationship is further reflected in the differentiation of the schools’ educational outcomes. Moreover, we analyse the existing needs-based resourcing responses and their effectiveness. Our empirical material is focused on the city of Helsinki, as it is currently the only city with a systematic needs-based resource allocation policy. Our chapter illustrates that the traditional egalitarian and universal “same level for all” approach of the education system in Finland seems increasingly unable to overcome the growing differences in a segregating Finnish society. To compensate for children’s unequal starting positions and the increasingly divergent learning and social conditions between schools, the Finnish education system needs stronger support mechanisms that systematically allocate resources towards the individual needs of schools.
... A magyarországi széles körű, korlá tozásokat alig tartalmazó, választáson alapuló rendszer szinte egyedülálló a világon. További lényeges különbség, hogy alapfokon a legtöbb országban a közoktatási intézmények nem határozhatnak meg felvételi kritériumokat (Musset, 2012). Vagyis kivételesnek tekinthető a magyar oktatási rendszer, amelyben a szülők szinte korlátlan választási lehetősége nagyfokú intézmé nyi autonómiával párosul a tanulók felvételét tekintve (Berényi, 2018). ...
Kutatásunk célja, hogy feltárjuk az általános iskola megválasztásában szerepet játszó szülői szempontokat, megvizsgáljuk néhány, a szülői preferenciákat befolyásoló tényező szerepét. További cél, hogy feltárjuk a szülői tapasztalatokat az iskolaválasztáshoz kötődő programokon való részvétel, valamint a méltányosság esetleges sérülése kapcsán. Online kérdőívünket olyan szülők töltötték ki, akiknek gyermeke a felmérés évében kezdte az általános iskolát, azaz a szülők közvetlen tapasztalatokkal rendelkeztek az iskola kiválasztása kapcsán. Kényelmi mintavételre alapozott elemzésünk 526 szülő válaszaira épül. Eredményeink szerint az általános iskola választásában kiemelkedő szempont a tanító személyisége, és ennek megítélésében a szülő mellett a leendő elsősök véleménye is mérvadó. További lényeges szempont az iskola légköre, felszereltsége és az iskola jó híre. A szülők iskolázottsága és szubjektív jövedelmi helyzete több iskolaválasztási szempont fontosságának megítélését is befolyásolja. A részvételi arányok alapján a leendő iskola és a családok közötti kommunikációban kiemelt szerepe van a szülőknek szóló iskolai tájékoztatóknak, a gyermekeknek szóló játékos foglalkozásoknak és a bemutatóóráknak. Annak ellenére, hogy az általános iskola kezdetekor tapasztalható társadalmi státuszon alapuló szelekció nemzetközi összehasonlítás alapján is jelentős hazánkban, ez a szülők előtt rejtve marad.
... La financiación de los centros educativos es una medida clave a la hora de fomentar la equidad en el marco de sistemas de provisión mixta (Levin, 2002;Musset, 2012;OCDE, 2019). La centralidad de esta dimen sión regulativa radica no solo en su potencial para garantizar que los re cursos se distribuyen de forma equitativa en función de las necesidades de los centros, sino también en su potencial para incidir sobre la distri bución del alumnado y mitigar posibles dinámicas de segregación esco lar o estratificación social entre las escuelas públicas y las privadas subvencionadas. ...
... Asimismo, distintos estudios han destacado el potencial de las llamadas medidas de financiación compensatoria o ajustada a las necesidades (Véa se Recuadro 1 «Financiación por fórmula basada en necesidades») como estrategia para favorecer la matrícula de estudiantes de menor nivel so cioeconómico en el sector privado subvencionado. Se parte de la premisa de que la dotación adicional de recursos para la atención de alumnado desfavorecido puede conllevar que este sea más «atractivo» desde el pun to de vista de las escuelas en un contexto de competencia (Musset, 2012;OCDE, 2017b;OCDE, 2012b). Se espera así desincentivar, al menos par cialmente, las prácticas de selección del alumnado que, como se señalaba en el capítulo anterior, son una de las principales causas de los procesos de segregación escolar en el marco de los sistemas de provisión mixta. ...
... Ante la constatación de estas dinámicas, informes internacionales re cientes apuestan por la aplicación de medidas orientadas a reducir la discrecionalidad de los centros privados subvencionados en materia de admisión, a armonizar los sistemas de elección y asignación escolar uti lizados por centros públicos y privados subvencionados, y a promover una mayor corresponsabilidad del sector privado subvencionado en la escolarización de alumnado socialmente desfavorecido (OCDE, 2017b(OCDE, , 2017c. Se señala, en particular, el potencial de los mecanismos de expre sión de preferencias, priorización y asignación que permiten combinar cierto margen de elección escolar con criterios de distribución equilibra da de los diferentes subgrupos de alumnos, conocidos como sistemas de elección controlada (Musset, 2012; OCDE, 2019) (Véase Recuadro 2 «Siste mas de elección controlada»). ...
El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgánica del Derecho a la Educación del año 1985. Desde entonces, España se ha situado entre los países de la OCDE con un mayor peso de la provisión privada subvencionada. A pesar de que el modelo de conciertos se instauró con la intención de equiparar la oferta pública y la concertada, ha dado lugar a un régimen de provisión mixta caracterizado por una clara dualización de la red escolar, con consecuencias directas sobre las desigualdades educativas y la segregación escolar. La evidencia intencional demuestra que los sistemas de provisión mixta, como el español, contribuyen de forma directa a la generación de desigualdades educativas, y requieren de una regulación eficaz para reducirlas o, como mínimo, compensarlas.
Este estudio examina la regulación del modelo español de conciertos y la pone en relación con otros sistemas de provisión mixta de su entorno. El informe identifica distintos modelos internacionales de regulación del sector privado subvencionado, y sintetiza los principales ejes de debate y procesos de reforma impulsados en otros países. Esta comparativa internacional nos permite aportar una mirada más amplia a la relación entre la educación concertada y las desigualdades educativas, así como identificar políticas con las que favorecer mayores niveles de equidad educativa desde una perspectiva de la regulación pública.
... Depending on the form of school choice that parents select and the administrative designs of programs that schools offer, public school choice may exacerbate or ameliorate inequality (Riel, Parcel, Mickelson, & Smith, 2018). A rich body of research has emphasized equity concerns revealing that disadvantaged families may be less able to exercise choice, leading to greater social, cultural, and ethnic segregation in the school system (Hastings, Kane, & Staiger, 2009;Musset, 2012). ...
Schools’ priorities in student selection constitute the basis for fairness in school admissions. We study the case where schools are active strategic players that rank their applicants in terms of priorities. A methodological framework is developed to examine the impact of the variation in the admission settings on the equality of opportunity in access to high-quality schools. The school’s priorities are formulated following a Multi-Attribute Decision Analysis (MADA) approach with several scenarios including geographic, family, academic, and socioeconomic variables. The matching is simulated using student preferences, multiple assignment algorithms, varying school capacities, and changing priority profiles. The Human Opportunity Index (HOI) logistic regression approach is used to examine how far from, or how close the admission is to being an equitable assignment, i.e., one that gives equal opportunities to children with different backgrounds. The analysis is based on choice admission data from a large specialized (magnet) middle school program in Florida. The results suggest that how the school priority is designed slightly affects the equality of opportunity. The second impact is due to the algorithm used to perform the selection. The availability of places in high-quality schools has a big impact and is tightly correlated with the parents’ satisfaction with their most preferred school choices.
... Since the 1990s, the educational system has been characterized by a large independent, for-profit school sector and a strong emphasis on students' and parents' right to choose which school the student will attend (Hennerdal et al., 2020). Meaning that the Swedish educational system has changed from one of the most centralized systems in the world to one of the most decentralized, even if obvious recentralization tendencies have been evident in recent years (Bergh & Wahlström, 2018;Blomqvist, 2004;Grek, 2020;Hennerdal et al., 2020;Musset, 2012;Yang-Hansen & Gustavsson, 2016). These developments have laid the groundwork for an increased stratification of the educational system. ...
... In Sweden, which is the Nordic country where marketization of compulsory education has been most fully embraced (Musset, 2012;Oftedal Telhauga et al., 2006), this shift has meant that the long tradition of equity and "school for all" stands side by side with increased competition and individual choice (Imsen et al., 2017;Wiborg, 2013). The educational reforms of the 1990s grew out of a criticism of the public sector for being ineffective, costly and bureaucratic, in tandem with a call for education to be more focused on employability. ...
Swedish compulsory schools are committed to work for equality and social cohesion. Increasing school segregation, however, challenges this commitment. Based on survey data from Swedish municipalities, this article maps and analyses local initiatives that counteract school segregation. We identify three main types of initiatives—reinforcement, dispersal, and merging—and the exogenous (school external) and endogenous (school internal) drivers involved in each of them. The analysis reveals several gaps between the national level, the municipal level and local schools that hamper local efforts to counter school segregation. This article contributes to increased knowledge on how local initiatives of counteracting segregation are constrained by national policies about school choice and independent versus municipal schools, but also how local initiatives tend to focus on organizational dynamics rather than on social and pedagogical processes.
... Furthermore, children of lower-educated parents are more likely to attend schools with children from similar parental education backgrounds (European Commission, 2018Netherlands Inspectorate of Education, 2018;OECD, 2016). Attending schools with a higher proportion of children from lower parental education backgrounds (i.e., lower parental education schools) may alsoindependently or in interaction with household education levelshamper children's development (Musset, 2012;OECD, 2012;Stafford & Marmot, 2003). In light of such apparent inequalities, it is suggested that placing children of lower-educated parents in schools attended by a majority of children from higher parental education backgrounds (i.e., higher parental education schools) could overcome the potential disadvantage of growing up with lower-educated parents. ...
... In light of such apparent inequalities, it is suggested that placing children of lower-educated parents in schools attended by a majority of children from higher parental education backgrounds (i.e., higher parental education schools) could overcome the potential disadvantage of growing up with lower-educated parents. Indeed, there is some empirical evidence with respect to academic achievement in support of this argument (Musset, 2012;OECD, 2012;Perry & McConney, 2010). Yet, in contrast to the effects of individual-level parental education, little is known about the associations of school-level parental education with children's behavioral, emotional, and peer relationship problem development. ...
... Aside from the independent contributions of individual-and school-level parental education, a largely unanswered question is whether the associations of lower individual-level parental education with children's behavioral, emotional, and peer relationship development across the elementary school period may depend upon school-level parental education. One proposed avenue to counter the potential adverse effects of growing up with lower-educated parents, specifically for academic achievement, has been to place disadvantaged children in advantaged schools (Musset, 2012;OECD, 2012), insofar as the latter have better resources and more favorable characteristics. That is, the favorable management, teacher quality, school norms, and parent-teacher alignment characteristics of more advantaged schools may promote the positive development of children growing up with lower-educated parents (Crosnoe, 2009;Granvik Saminathen et al., 2019;OECD, 2012OECD, , 2016Owens et al., 2016;Thrupp et al., 2002;Virtanen et al., 2007). ...
This study examined (a) whether growing up with lower-educated parents and attending lower parental education schools associated with children's problem development within the behavioral, emotional, and peer relationship domains; and (b) whether the association of lower individual-level parental education with children's development within these three domains depended upon school-level parental education. To this end, 698 children (Mage = 7.08 in first grade) from 31 mainstream elementary schools were annually followed from first grade to sixth grade. Problems within the behavioral domain included conduct problems, oppositional defiant problems, attention-deficit and hyperactivity problems, and aggression. Problems within the emotional domain included depression and anxiety symptoms. Problems within the peer relationship domain included physical victimization, relational victimization, and peer dislike. Results from multi-level latent growth models showed that, as compared to children of higher-educated parents, children of lower-educated parents generally had higher levels of problems within all three domains in first grade and exhibited a faster growth rate of problems within the behavioral domain from first to sixth grade. Furthermore, as compared to children attending higher parental education schools, children attending lower parental education schools generally had higher levels of problems within the behavioral and emotional domains in first grade and showed a faster growth rate of peer dislike over time. In addition, cross-level interaction analyses showed that in higher parental education schools, children of lower-educated parents showed a faster growth rate of depression symptom levels than children of higher-educated parents. In lower parental education schools, the growth rate of depression symptom levels did not differ between children of higher- and lower-educated parents. Results highlight that addressing the needs of lower parental education schools and children growing up with lower-educated parents may be of primary importance.
... The problems in terms of the reproduction of social inequalities by tracking or school choice is more important than ever, since the growing importance of school choice is obvious in both Western and Eastern societies (Musset, 2012). Butler and van Zanten (2007) also found that the practice of school choice is present in a growing number of European countries, but, unlike in the USA, 'across Europe people are not meant to choose, but increasingly do. ...
The article scrutinises the application process and its consequences in terms of educational inequalities in early selective grammar schools in Hungary. The focus is on the almost one-year-long process of preparation for the entrance exams to these grammar schools. Its main aim is to depict how the gradual nature of getting into secondary education intensifies social selection within the educational sector. The analysis is based upon the findings of a mixed method research, of which the results of the two waves of the survey and the consecutive interviews will be analysed. The article provides evidence of successful practices during the preparation process to these schools, as well as evidence of self-exclusion mechanisms for socially disadvantaged families. Overall, the results suggest that the most important selection factors are not the written or oral entrance exams themselves, but the decision to enter and remain in the preparation process, as well as the strategic decisions made by the parents during the preparation process.
... Therefore, we turn from country to school level. More specifically, we are motivated by school governance and school choice literature (e.g., Woessmann et al. 2009;Cobb and Glass 2009;Põder, Kerem, and Lauri 2013;Musset 2012;Lauri and Põder 2013;Le Grand 2007;Põder, Lauri, and Veski 2016), which argue that certain policies may bring education systems closer to efficiency without having a significant impact on equity. This literature emphasizes the importance of compositional effects on educational production functions, such as the teacher and peer effects for instance, in addition to individual-level background effects. ...
This study is motivated by the distinctive outcome of the minority achievement gap in Estonia and Latvia, countries with similar legacies and socio-economic development. We have four sub-groups of schools involving pairs of instructing languages: Estonian and Russian in Estonia, and Latvian and Russian in Latvia. All four are above average performers according to international comparisons. Still, our data show that a remarkable achievement gap between majority and minority students exists only in Estonia. We employ the Oaxaca–Blinder twofold decomposition technique to explore the factors behind the minority achievement gap (MAG). We are able to explain almost half of the gap in Estonia by peer effects and the larger concentration of immigrants in minority schools. In Latvia, on the contrary, the average peer effect is positive in minority schools. Still, regarding the essence of the unexplained gap, our results remain inconclusive.
... Not much is known about school markets in Germany on a national level, and nothing is known about the perceptions of German principals regarding school competition. The research that is available, however, demonstrates that about 80% of all secondary schools in Germany compete for students with at least one other secondary school in their vicinity (Musset, 2012) and that school competition in some states (e.g. Hamburg; see Pietsch and Leist, 2019) appears to be exceptionally pronounced, even when compared to other countries. ...
Both organizational and management research suggest that schools and their leaders need to be ambidextrous to secure prosperity and long-term survival in dynamic environments characterized by competition and innovation. In this context, ambidexterity refers to the ability to simultaneously pursue exploitation and exploration and thus to deliver efficiency, control and incremental improvements while embracing flexibility, autonomy and discontinuous innovation. Using a unique, randomized and representative data set of N ¼ 405 principals, we present findings on principals' exploitation and exploration. The results indicate: (a) that principals engage far more often in exploitative than in explorative activities; (b) that exploitative activities in schools are executed at the expense of explorative activities; and (c) that explorative and ambidextrous activities of principals are positively associated with the (perceived) competition between schools. The study brings a novel perspective to educational research and demonstrates that applying the concept of ambidexterity has the potential to further our understanding of effective educational leadership and management.
