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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 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)
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
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.]
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.
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?
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.
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
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
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
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
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.