Sociologický časopis / Czech Sociological Review 2010, 46(2): 187-210 | DOI: 10.13060/00380288.2010.46.2.01
The Value-Added of Studying at Multi-year Gymnasia in the Light of Available Data Sources
- Sociologický ústav AV ČR, v.v.i., Praha
The results of students at different basic and secondary schools vary largely in the Czech Republic compared to other countries, and there is a strong connection between the results of students and family background. The Czech education system is also highly stratified, and student tracking begins at a young age. In this respect the most controversial element in the system are the multi-year gymnasia, the existence of which is nonetheless strongly supported by the public. This support is based on the conviction that multi-year gymnasia provide the most talented students with a good education, enable more rapid cognitive development for these students, and thus help cultivate Czech elites. This article sets out to verify whether multi-year gymnasia genuinely fulfil the function associated with them. Hypotheses about the role of multi-year gymnasia are tested using data from the OECD PISA 2000 and OECD PISA 2006 surveys, the PISA-L longitudinal survey, and Higher Education Studies 2004 survey. The main analytic methods used are multi-level modelling and logistic regression.
Keywords: student achievement, socioeconomic status, tracking, multi-year gymnasia.
Published: April 1, 2010Show citation
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