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Geert Driessen The Teacher Recommendation Paper Annual Meeting ECER, Berlin (D), September 12-16 2011 The Teacher Recommendation: A valid instrument for selecting ethnic minority pupils into secondary school tracks? dr. Geert Driessen ITS – Institute of Applied Social Sciences Radboud University Nijmegen, the Netherlands www.geertdriessen.nl

Geert Driessen (2011) ECER The teacher recommendation

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Page 1: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

The Teacher Recommendation: A valid instrument for selecting ethnic minority pupils into secondary school

tracks? dr. Geert Driessen

ITS – Institute of Applied Social Sciences Radboud University Nijmegen, the Netherlands

www.geertdriessen.nl

Page 2: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

The Dutch tracked education system

Primary education

Pre-university education (VWO)

Senior general secondary education

(HAVO)Pre-vocational secondary

education (VMBO)

Senior secondary vocational education (MBO)

Higher professional education (HBO)

University (WO)

Basic secondary education

Age 4

Age 12

Age 18

Spec

ial p

rimar

y ed

ucati

onSp

ecial

seco

ndar

y ed

ucati

on

Practicaltraining (PRO)

Page 3: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

The transition from primary to secondary school

Choice of secondary school: - (head)teacher recommendation (‘subjective’) - attainment test (‘objective’), mostly the CITO primary school

leavers’ test (language, maths, study skills) - parties involved: pupils, parents, teacher primary school,

secondary school Discrepancy test results – teacher recommendation: - over-recommending: higher recommendation than pupils

with comparable test results - under-recommending: lower recommendation than pupils

with comparable test results

Page 4: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Developments End 1980s: Over-recommending of minority pupils. 2nd half 1990s: Over-recommending minorities had disappeared Start 2000s: Under-recommending of native-Dutch pupils. 2nd half 2000s: Under-recommending minority pupils in Amsterdam? [In other Western-European countries with a tracked school system to some extent comparable developments.]

Page 5: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Consequences of over- or under-recommending

Over-recommending: - delays right from the start in secondary school - lower marks, more retention, more drop-out - loss of motivation. But also: - extra stimulation, challenge to fulfill ambitions. Under-recommending: - permanent delays - loss of motivation - under-utilization, waste of talents.

Page 6: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Research question

Can we (still) speak of over- or under-recommending of minority pupils, or minority pupils receiving higher or lower recommendations than other pupils with comparable attainment test scores?

Page 7: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Design

Large-scale nation-wide cohort-study COOL5-18; measurement round 2007/08; grade 8. Sample: 7269 pupils in 443 classes Descriptive and explanatory analyses: analysis of variance and multilevel analysis.

Page 8: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Socio-ethnic background

Native Dutch senior vocational plus both parents more than pre-vocational education, at least

one higher education senior vocational both parents senior vocational education pre-vocational plus one parent max. pre-vocational education, the other more pre-vocational both parents max. pre-vocational education primary plus both parents max. pre-vocational education, at least one

max. primary education Minority

senior vocational plus both parents more than pre-vocational education, at least one higher education

senior vocational both parents senior vocational education pre-vocational plus one parent max. pre-vocational education, the other more pre-vocational both parents max. pre-vocational education primary plus both parents max. pre-vocational education, at least one

max. primary education

Page 9: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Recommendation, test results and background

Native Dutch Minority eta

secvoc plus

sec voc

prevoc plus

pre voc

prim. plus

secvoc plus

sec. voc

prevoc plus

pre voc

prim. plus

Average recommendation*

4.1 3.6 3.2 2.7 2.7 3.8 3.2 3.1 2.7 2.7 0.41

CITO test total 539.4 535.1 532.3 529.0 526.5 535.3 531.3 530.5 527.9 527.8 0.40

Cito language 78.9 73.7 69.5 65.9 62.8 73.2 68.0 66.5 64.1 62.5 0.39

Cito maths 47.5 43.3 41.5 38.3 36.0 44.5 40.5 40.6 37.9 38.9 0.30

Cito study skills 32.1 29.7 28.1 26.3 25.0 29.9 27.5 27.2 25.5 25.3 0.36

COOL language text 118.3 114.9 111.2 109.5 107.8 110.7 109.1 106.8 104.6 104.0 0.34

COOL language words 89.0 87.1 85.3 83.7 83.8 90.9 87.9 88.0 86.1 85.8 0.12

COOL reading 63.8 57.4 53.4 48.8 47.6 57.3 51.9 50.3 46.8 47.1 0.37

COOL maths 120.5 117.6 115.9 113.5 112.7 118.4 114.7 114.9 112.4 113.9 0.28

* total x=3.3; sd=1.2

Page 10: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Attitude, behavior and background

Native Dutch Minority eta secvoc

plus sec voc

prevoc plus

pre voc

prim. plus

secvocplus

sec voc

prevoc plus

pre voc

prim. plus

Under-performance 2.4 2.4 2.4 2.5 2.6 2.5 2.6 2.5 2.7 2.6 0.11 Behavior 3.8 3.7 3.7 3.5 3.5 3.6 3.6 3.6 3.5 3.5 0.12 Work attitude 3.6 3.5 3.4 3.2 3.2 3.6 3.4 3.4 3.3 3.3 0.15 Dependency 1.9 2.0 2.1 2.2 2.2 2.0 2.1 2.2 2.3 2.2 0.13 Conflict 1.7 1.7 1.8 1.9 1.9 1.8 1.9 1.8 2.0 1.9 0.12 Closeness 3.5 3.6 3.5 3.5 3.5 3.4 3.5 3.4 3.4 3.3 0.10 Parent participation 4.1 3.8 3.6 3.3 2.9 3.8 3.4 3.3 3.0 2.8 0.44 Extraversion 2.7 2.6 2.6 2.6 2.5 2.7 2.6 2.7 2.6 2.6 0.04 Agreeableness 3.7 3.6 3.5 3.4 3.2 3.5 3.5 3.5 3.4 3.4 0.12 Consentiousness 2.7 2.8 2.9 3.1 3.1 2.6 2.8 2.7 2.8 2.9 0.11 Emotional stability 3.0 2.9 2.8 2.7 2.8 2.9 3.0 3.0 2.9 3.0 0.10 Autonomy 2.4 2.6 2.8 2.9 3.0 2.4 2.6 2.8 2.8 2.8 0.18 Delayed career (%) 13.7 16.5 21.0 31.5 36.9 20.3 29.5 36.9 40.2 45.8 0.25

Page 11: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Under- and over-recommending (multilevel)

Model

0 1 2 3 4 5 6 7

Regression coefficients

Socio-ethnic background ∙ Dutch senior vocational plus 0.51 0.07 0.31 0.07 0.07 0.07 0.07 ∙ Dutch senior vocational (= ref.) ref. ref. ref. ref. ref. ref. ref. ∙ Dutch pre-vocational plus -0.37 -0.08 -0.19 -0.07 -0.07 -0.06 -0.06 ∙ Dutch pre-vocational -0.82 -0.19 -0.42 -0.16 -0.15 -0.14 -0.14 ∙ Dutch primary plus -0.92 -0.08 -0.45 -0.05 -0.04 -0.04 -0.04 ∙ Minority senior vocational plus 0.17 0.13 0.08 0.11 0.11 0.10 0.11 ∙ Minority senior vocational -0.34 -0.02 -0.20 -0.02 -0.01 -0.03 -0.02 ∙ Minority pre-vocational plus -0.50 -0.07 -0.29 -0.06 -0.04 -0.06 -0.05 ∙ Minority pre-vocational -0.83 -0.13 -0.49 -0.12 -0.11 -0.12 -0.12 ∙ Minority primary plus -0.83 -0.11 -0.45 -0.09 -0.08 -0.09 -0.09

CITO test (total) 0.10 0.10 0.09 0.09 0.09

Attitudes, behavior, etc. (12) xx xx xx xx xx

Delayed career -0.14 -0.14 -0.14

Girl -0.05 -0.05 -0.05

Class characteristics (3) xx xx

Municipality size (3) xx

Explained variances (%) Class level 11.9 40.1 67.7 35.1 68.6 69.1 69.7 69.7 Pupil level 88.1 16.6 74.2 39.1 75.0 75.3 75.4 75.4 Total 19.4 73.4 38.6 74.3 74.5 74.7 74.7

Page 12: Geert Driessen (2011) ECER The teacher recommendation

Geert Driessen The Teacher Recommendation

Paper Annual Meeting ECER, Berlin (D), September 12-16 2011

Conclusions

After taking relevant covariates into account, there remains some under-recommending of native Dutch pupils of parents with little education and some over-recommending of native Dutch pupils of parents with a higher vocational or university education. These effects are statistically significant, but only very small. No under- or over-recommending of ethnic minority pupils occurs. Explanations: - teachers more experience with minorities - changing political climate: taboos have disappeared - agreements between primary and secondary schools regarding

admittance procedures - marketization, accountability, competition.