The Value-Added of Studying at Multi-year Gymnasia in the Light of Available Data Sources Cover Image

Přidaná hodnota studia na víceletých gymnáziích ve světle dostupných datových zdrojů
The Value-Added of Studying at Multi-year Gymnasia in the Light of Available Data Sources

Author(s): Jana Straková, Josef Bernard, Jana Stachová, Daniel Čermák
Subject(s): Social Sciences
Published by: AV ČR - Akademie věd České republiky - Sociologický ústav
Keywords: student achievement; socioeconomic status; tracking; multi-year gymnasia

Summary/Abstract: 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.

  • Issue Year: 46/2010
  • Issue No: 02
  • Page Range: 187-210
  • Page Count: 24
  • Language: Czech