Reference : School Segregation in Primary and Secondary Education in Luxembourg: Track Placement...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/52797

Title :	School Segregation in Primary and Secondary Education in Luxembourg: Track Placement and Academic Achievement
Language :	English
Author, co-author :	Pit-Ten Cate, Ineke [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Hadjar, Andreas [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Alieva, Aigul [Luxembourg Institute of Socio-Economic Research - LISER]
	Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Kroezen, Taylor [Luxembourg Institute of Socio-Economic Research - LISER]
	de Moll, Frederick [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Ottenbacher, Martha [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Torabian, Juliette [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Publication date :	9-Nov-2022
Peer reviewed :	Yes
On invitation :	No
Audience :	National
Event name :	LuxERA Conference 2022
Event date :	from 9-11-2022 to 10-11-2022
Event organizer :	Luxembourg Educational Research Association
Event place (city) :	University of Luxembourg, Esch-sur-Alzette
Event country :	Luxembourg
Keywords :	[en] educational inequality ; longudinal analysis ; school tracking ; academic achievement ; school composition
Abstract :	[en] Known as a highly stratified education system with early tracking (similar to Dutch, German, Austrian, and German-speaking Swiss systems), Luxembourg features additional properties that add to its complexity in the educational realm (Backes & Hadjar, 2017). It is a simultaneously multilingual system that also has the largest share of students born outside of Luxembourg or parents born abroad. While most migrants come from within Europe, they frequently come from either a particularly high or low socio-economic background. It has been scientifically established that the educational inequalities in Luxembourg are driven mostly by social origin and immigration/language background. Gender is another critical dimension of disadvantage; for example, boys are less motivated to obtain higher education than girls (Hadjar, Scharf, & Hascher, 2021). In addition, gender often intersects with other factors such as immigrant background in shaping disadvantages. However, evidence shows that – beyond individual background characteristics – schools’ social composition also perpetuates inequalities in student achievement (Martins & Veiga, 2010). Therefore, we focus on the role of school-level segregation on student’s academic outcomes over time using data of a longitudinal cohort from the School Monitoring Programme (Éprueve Standardisée (ÉpStan)) with 5097 students in Grade 3 observed in 2013 and later in Grade 9 observed in 2019 (regular pathways) and 2020 and 2021 (irregular pathways, i.e., class repetitions). School segregation is an aggregate measure of the proportion of students who belong to low socio-economic background and the proportion of students born abroad and/or do not speak instruction language at home. Our contribution aims to provide insights into the following questions: 1. Does school-level segregation in primary education (G3) predict student’s track placement in secondary education? 2. Does school-level segregation in primary education (G3) predict student’s math and German achievement in secondary education (G9)? 3. How strongly are achievement outcomes in G9 correlated with within- and between-track segregation in G9? The findings will serve as a complementary base for tailored policy making with respect to the long-term impact of school composition for teaching and learning, especially within a tracked school system. References Becker, S., & Hadjar, A. (2017). Educational trajectories through secondary education in Luxembourg: How does permeability affect educational inequalities? Schweizerische Zeitschrift Für Bildungswissenschaften, 39(3), 437–460. https://doi.org/10.25656/01:16659 Hadjar, A., Scharf, J., & Hascher, T. (2021). Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern. European Journal of Education, 56(1), 9–26. https://doi.org/10.1111/ejed.12435 Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. https://doi.org/10.1016/j.econedurev.2010.05.001
Funders :	European Union H2020 research and innovation programme
Name of the research project :	PIONEERED
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/52797

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