Reference : Do social variables affect school placement decisions in Luxembourg?
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/10993/3661
Do social variables affect school placement decisions in Luxembourg?
English
Klapproth, Florian mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Glock, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Böhmer, Matthias mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2012
Ireland International Conference on Education - IIEC 2012 proceedings
Shoniregun, C. A.
Akmayeva, G. A.
Infonomics Society
163-168
Yes
978-1-908320-063
Basildon
UK
[en] In Luxembourg, the assignment of primary-school students to one of the tracks in secondary school is regulated by the Luxembourgish Ministry of Education. These regulations entail four criteria according to which decisions about the assignment should be made. With the study at hand, it was examined whether teachers meet these four criteria when assigning students to either the academic track or the vocational track of secondary school. We conducted multi-level regression analyses on a representative sample of 2,731 Luxembourgish primary school 6th graders. Six major results were obtained. (1) Students’ school marks in language courses were most predictive for school placement decisions. (2) School marks were on average of more predictive value than were scores of standardized scholastic achievement tests. (3) Working and learning habits of the students played a role when teachers made their school placement decisions. (4) There was a strong positive relationship between the teachers’ placement decisions and the parents’ schooling preferences. (5) The socio-economic back- ground of the students did substantially affect school placement decisions. (6) Even when achievement variables were controlled for, migration background of students contributed significantly to teachers’ school placement decisions.
http://hdl.handle.net/10993/3661
http://www.infonomics-society.org/LICEJ/

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