: Characterization of schools of disadvantaged young people who were enrolled to higher education

The aim of this study is to examine which secondary schools help the students more to get into the higher education system and how do disperse the disadvantaged and non-disadvantaged students between the types of different high schools. Furthermore we analysed which differences can be measured in mathematics and comprehension achievement among the two groups. In our analysis we focus on school composition and the teacher’s professional features. We use two databases: the National Competence Measurement (NCM) for 10th grade pupils of 2012 and the Admission Database to Higher Education of 2014. The connection between the two databases was provided by the educational ID of the schools so we were able to find out what kind of school they arrived from to the higher education. Due to the 2013 change of the Disadvantaged Act, it was necessary to develop a variable for disadvantaged students in the OKM database, as we could look at disadvantaged people in the databases on the same basis. Subsequently, multi-dimensional cross-tables and ANOVA analyses were made by SPSS program. Our results show that, in vain, many disadvantaged students study in vocational secondary schools but only a very small proportion of them get access to higher education. Most disadvantaged students can gain access to higher education from grammar schools. In ecclesiastic schools, the disadvantaged pupil rate is much less than in the state schools but it is easier for them to get into higher education due to the better performance of these students in these schools. The background is that these schools are more likely to use the entrance examination and interviewing in their recruitment process by selecting the candidates.

Keywords: higher education, disadvantage, pupil achievement, school differences

Year: 2019
Issue: 1
Page: 60-73
Mar 2019
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