Tranziția inechitabilă către sistemul liceal. Studiu de caz: admiterea la liceu în București, România
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Nov 25, 2021
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Abstract
The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifically, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest influences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Gheba, A. (2021). Tranziția inechitabilă către sistemul liceal. Studiu de caz: admiterea la liceu în București, România. Sociologie Românească, 19(2), 9-44. https://doi.org/10.33788/sr.19.2.1
References
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Armaș, I., & Gavriș, A. (2013). Social vulnerability assessment using spatial multi-criteria analysis (SEVI model) and the Social Vulnerability Index (SoVI model) – a case study for Bucharest, Romania, Nat. Hazards Earth Syst. Sci, 13, 1481-1499.
Benito, R., Alegre, À. M., & Gonzàlez-Balletbò, I. (2014). School Segregation and Its Effects on Educational Equality and Efficiency in 16 OECD Comprehensive School Systems, Comparative Education Review, 58(1), 104-134.
Caldas, S. J., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement, The Journal of Educational Research, 269-277.
Coleman, J. S., Campbell, E., Hobson, E. McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. (1966). Equality of Educational Opportunity. US Govt. Print. Off.
Gheba, A. (2018). Admiterea la liceu în România: o analiză din perspectiva mecanismelor de repartizare, Sfera politicii, 3-4, 102-126.
Godwin, K., Kemerer, F., Martinez, V., & Ruderman, R. (1998). Liberal Equity in Education: A Comparison of Choice Options, Social Science Quarterly, 79(3), 502-22.
Hatos, A. (2008). Impactul segregării şi diferenţierii asupra performanţelor şcolare ale elevilor din clasele 10–12. O analiză multinivel, Calitatea vieţii, 1-2, 141-158.
Institutul de Științe ale Educației (2016). Simularea Evaluării Naționale la clasa a VIII-a 2016. Analiza rezultatelor elevilor.
Jencks, C., & Mayer, S. (1990). The Social Consequences of Growing Up in a Poor Neighborhood în L. Lynn, & M. McGeary (eds.), Inner-City Poverty in the United States, 111-187. National Academy Press.
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Liu, G., & Taylor, W. (2005). School choice to achieve desegregation, Fordham L. Rev., 74, 791.
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Mickelson, R. A. (2001). Subverting Swann: First- and Second-generation Segregation in the Charlotte-Mecklenburg Schools, American Educational Research Journal 38(2), 215-252.
Musterd, S., Maarten van Ham, S. M., & Tammaru, T. (2017). Socioeconomic segregation in European capital cities. Increasing separation between poor and rich, Urban Geography, 38(7), 1062-1083.
OCDE (2017). Studii OCDE privind evaluarea și examinarea în domeniul educației: România 2017. OCDE. Doi:http://www.unicef.ro/publicatii/studiile-ocde-privind-evaluarea-si-examinarea-in-domeniul-educatiei
Opdenakker, M. C., & Damme, V. J. (2001). Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement, British Educational Research Journal, 27(40), 407-432.
Palardy, G. J. (2013). High School Socioeconomic Segregation and Student Attainment, American Educational Research Journal, 50(4), 714-754.
Parveva, T., Horváth, A., Krémó, A., & Sigalas, E. (2020). Eurydice Brief. Equity in school education in Europe: Structures, policies and student performance. Education Audiovisual and Culture Executive Agency.
Perry, L., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003, Teachers College Record, 112(4), 1137-1162.
Raffel, J. (1998). Historical dictionary of school segregation and desegregation the American experience. Greenwood Press.
Reyn V. E., & Sleegers, P. (2010). The effect of peer socioeconomic status on student achievement: A meta-analysis, Educational Research Review, 5, 134-150.
Rjoska, C., Richtera, D., Hochweberb, J., Lüdtkec, O., Kliemeb, E., & Stanata, P. (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality, Learning and Instruction, 32, 63-72.
Rumberger, R., & Palardy, G. (2005). Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School, Teachers College Record, 107(9), 1999-2045.
Saporito, S., & Sohoni, D. (2007). Mapping Educational Inequality: Concentrations of Poverty among Poor and Minority Students in Public Schools. Social Forces, 85(3), 1227-1253.
Tufiș, P. A. (2008). Predictors of School Success in Romania. Family Background, School Factors, and Community Factors, Calitatea Vieții, 3-4, 389-405.
Țoc, S. (2018). Clasă și educație. Inegalitate şi reproducere socială în învăţământul românesc. București: Pro Universitaria.
Williams, R. (2005). Gologit2: A Program for Generalized Logistic Regression/ Partial Proportional Odds Models for Ordinal Dependent Variables. 12 May. Disponibil la https://www.stata.com/meeting/4nasug/gologit2.pdf.
Williams, R. (2016). Understanding and interpreting generalized ordered logit models, The Journal of Mathematical Sociology, 40(1), 7-20.
Williams, R. (2012). Using the margins command to estimate and interpret adjusted predictions and marginal effects, The Stata Journal, 12(2), 308-331.
Zamfir, C., Cace, S., Zamfir, E., Deliu, A., Tudor, E., Anghel, I. M., Țoc, S., Bădoi, D., Mihăilescu, A., & Glăvan, E. (2017). Starea socială a României Calitatea vieții: situația actuală și perspective pentru 2038. București: ICCV.
Zimmer, R., & Toma, E. (2000). Peer effects in private and public schools across countries, Journal of Policy Analysis and Management, 19(1), 75-92.
Armaș, I., & Gavriș, A. (2013). Social vulnerability assessment using spatial multi-criteria analysis (SEVI model) and the Social Vulnerability Index (SoVI model) – a case study for Bucharest, Romania, Nat. Hazards Earth Syst. Sci, 13, 1481-1499.
Benito, R., Alegre, À. M., & Gonzàlez-Balletbò, I. (2014). School Segregation and Its Effects on Educational Equality and Efficiency in 16 OECD Comprehensive School Systems, Comparative Education Review, 58(1), 104-134.
Caldas, S. J., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement, The Journal of Educational Research, 269-277.
Coleman, J. S., Campbell, E., Hobson, E. McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. (1966). Equality of Educational Opportunity. US Govt. Print. Off.
Gheba, A. (2018). Admiterea la liceu în România: o analiză din perspectiva mecanismelor de repartizare, Sfera politicii, 3-4, 102-126.
Godwin, K., Kemerer, F., Martinez, V., & Ruderman, R. (1998). Liberal Equity in Education: A Comparison of Choice Options, Social Science Quarterly, 79(3), 502-22.
Hatos, A. (2008). Impactul segregării şi diferenţierii asupra performanţelor şcolare ale elevilor din clasele 10–12. O analiză multinivel, Calitatea vieţii, 1-2, 141-158.
Institutul de Științe ale Educației (2016). Simularea Evaluării Naționale la clasa a VIII-a 2016. Analiza rezultatelor elevilor.
Jencks, C., & Mayer, S. (1990). The Social Consequences of Growing Up in a Poor Neighborhood în L. Lynn, & M. McGeary (eds.), Inner-City Poverty in the United States, 111-187. National Academy Press.
Knoester, M., & Au, W. (2015). Standardized testing and school segregation: like tinder for fire? Race Ethnicity and Education, 20(1), 1-14.
Liu, G., & Taylor, W. (2005). School choice to achieve desegregation, Fordham L. Rev., 74, 791.
Milton, F., & Friedman, R. (2002). Capitalism and freedom. 40th anniversary ed. Chicago: University of Chicago Press.
Mickelson, R. A. (2001). Subverting Swann: First- and Second-generation Segregation in the Charlotte-Mecklenburg Schools, American Educational Research Journal 38(2), 215-252.
Musterd, S., Maarten van Ham, S. M., & Tammaru, T. (2017). Socioeconomic segregation in European capital cities. Increasing separation between poor and rich, Urban Geography, 38(7), 1062-1083.
OCDE (2017). Studii OCDE privind evaluarea și examinarea în domeniul educației: România 2017. OCDE. Doi:http://www.unicef.ro/publicatii/studiile-ocde-privind-evaluarea-si-examinarea-in-domeniul-educatiei
Opdenakker, M. C., & Damme, V. J. (2001). Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement, British Educational Research Journal, 27(40), 407-432.
Palardy, G. J. (2013). High School Socioeconomic Segregation and Student Attainment, American Educational Research Journal, 50(4), 714-754.
Parveva, T., Horváth, A., Krémó, A., & Sigalas, E. (2020). Eurydice Brief. Equity in school education in Europe: Structures, policies and student performance. Education Audiovisual and Culture Executive Agency.
Perry, L., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003, Teachers College Record, 112(4), 1137-1162.
Raffel, J. (1998). Historical dictionary of school segregation and desegregation the American experience. Greenwood Press.
Reyn V. E., & Sleegers, P. (2010). The effect of peer socioeconomic status on student achievement: A meta-analysis, Educational Research Review, 5, 134-150.
Rjoska, C., Richtera, D., Hochweberb, J., Lüdtkec, O., Kliemeb, E., & Stanata, P. (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality, Learning and Instruction, 32, 63-72.
Rumberger, R., & Palardy, G. (2005). Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School, Teachers College Record, 107(9), 1999-2045.
Saporito, S., & Sohoni, D. (2007). Mapping Educational Inequality: Concentrations of Poverty among Poor and Minority Students in Public Schools. Social Forces, 85(3), 1227-1253.
Tufiș, P. A. (2008). Predictors of School Success in Romania. Family Background, School Factors, and Community Factors, Calitatea Vieții, 3-4, 389-405.
Țoc, S. (2018). Clasă și educație. Inegalitate şi reproducere socială în învăţământul românesc. București: Pro Universitaria.
Williams, R. (2005). Gologit2: A Program for Generalized Logistic Regression/ Partial Proportional Odds Models for Ordinal Dependent Variables. 12 May. Disponibil la https://www.stata.com/meeting/4nasug/gologit2.pdf.
Williams, R. (2016). Understanding and interpreting generalized ordered logit models, The Journal of Mathematical Sociology, 40(1), 7-20.
Williams, R. (2012). Using the margins command to estimate and interpret adjusted predictions and marginal effects, The Stata Journal, 12(2), 308-331.
Zamfir, C., Cace, S., Zamfir, E., Deliu, A., Tudor, E., Anghel, I. M., Țoc, S., Bădoi, D., Mihăilescu, A., & Glăvan, E. (2017). Starea socială a României Calitatea vieții: situația actuală și perspective pentru 2038. București: ICCV.
Zimmer, R., & Toma, E. (2000). Peer effects in private and public schools across countries, Journal of Policy Analysis and Management, 19(1), 75-92.