Page 178 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 178
ear ly school leaving: contempor ary european perspectives
in many European countries (European Commission/EACEA/Eurydice/
Cedefop, 2014).
As with grade retention, the assumption is that this is beneficial for
students’ learning – it is assumed that students learn better in a homoge-
nous classroom at the level that is appropriate for their abilities. Yet this be-
comes problem when there is a mismatch between the track and a student’s
potential, aspirations and interests (Hattie, 2009). Studies show tracking
negatively impacts students assigned to a lower track and reinforces pre-ex-
isting inequities (a student’s SES matters more for their academic perfor-
mance; de Witte et al., 2013; Gamoran & Mare, 1989; OECD, 2012). Course-
level tracking is one factor explaining why the academic achievement gap
associated with SES widens during secondary schooling (Caro, Cortina,
& Eccles, 2015). Moreover, it seems that certain student groups (e.g. with a
migrant background) tend to be more often tracked in the least academ-
ic tracks, possibly preventing them from fully developing their potential
(European Commission/EACEA/Eurydice/Cedefop, 2014). The role of the
teachers’ (low) expectations is also important in early tracking systems
(ibid.).
Early tracking holds clear implications for ESL. Placement in the col-
lege track (i.e. academic) increases the chances of high school graduation
(after controlling for selection factors; Gamoran & Mare, 1989). The type of
vocational emphasis in school chosen when students are aged around 12 to
13 years plays a role in ESL as the selection of a school may limit easy access
to the preferred intermediate vocational track and increase the risk of ESL
(Beekhoven, & Dekkers, 2005).
School systems employing early tracking should postpone its use un-
til upper secondary education while strengthening comprehensive school-
ing; moreover, opportunities to change tracks and provide high curricular
standards for students in the different tracks lessen early tracking’s detri-
mental effects (OECD, 2012). Thus, permeable educational pathways are an
important system-level protective factor against ESL (EC, 2011; European
Commission/EACEA/Eurydice/Cedefop, 2014).
Early childhood education and care
The importance of high-quality ECEC is strongly emphasised in various
EU documents. It is recognised that it brings a range of short- and long-
term benefits for both individuals and society (European Commission/
EACEA/Eurydice/Eurostat, 2014). For example, PISA 2015 showed that
178
in many European countries (European Commission/EACEA/Eurydice/
Cedefop, 2014).
As with grade retention, the assumption is that this is beneficial for
students’ learning – it is assumed that students learn better in a homoge-
nous classroom at the level that is appropriate for their abilities. Yet this be-
comes problem when there is a mismatch between the track and a student’s
potential, aspirations and interests (Hattie, 2009). Studies show tracking
negatively impacts students assigned to a lower track and reinforces pre-ex-
isting inequities (a student’s SES matters more for their academic perfor-
mance; de Witte et al., 2013; Gamoran & Mare, 1989; OECD, 2012). Course-
level tracking is one factor explaining why the academic achievement gap
associated with SES widens during secondary schooling (Caro, Cortina,
& Eccles, 2015). Moreover, it seems that certain student groups (e.g. with a
migrant background) tend to be more often tracked in the least academ-
ic tracks, possibly preventing them from fully developing their potential
(European Commission/EACEA/Eurydice/Cedefop, 2014). The role of the
teachers’ (low) expectations is also important in early tracking systems
(ibid.).
Early tracking holds clear implications for ESL. Placement in the col-
lege track (i.e. academic) increases the chances of high school graduation
(after controlling for selection factors; Gamoran & Mare, 1989). The type of
vocational emphasis in school chosen when students are aged around 12 to
13 years plays a role in ESL as the selection of a school may limit easy access
to the preferred intermediate vocational track and increase the risk of ESL
(Beekhoven, & Dekkers, 2005).
School systems employing early tracking should postpone its use un-
til upper secondary education while strengthening comprehensive school-
ing; moreover, opportunities to change tracks and provide high curricular
standards for students in the different tracks lessen early tracking’s detri-
mental effects (OECD, 2012). Thus, permeable educational pathways are an
important system-level protective factor against ESL (EC, 2011; European
Commission/EACEA/Eurydice/Cedefop, 2014).
Early childhood education and care
The importance of high-quality ECEC is strongly emphasised in various
EU documents. It is recognised that it brings a range of short- and long-
term benefits for both individuals and society (European Commission/
EACEA/Eurydice/Eurostat, 2014). For example, PISA 2015 showed that
178
