Shadow Education in the Context of Early Tracking: Between-Track Differences in the Czech Republic

Autor/inn/en	Štastný, Vít
Titel	Shadow Education in the Context of Early Tracking: Between-Track Differences in the Czech Republic
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.380-398 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Štastný, Vít)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1922271
Schlagwörter	Track System (Education); Foreign Countries; Tutoring; Academic Education; Comparative Analysis; Secondary School Students; High School Seniors; Academic Achievement; Admission Criteria; Academic Aspiration; Parent Background; Educational Attainment; Predictor Variables; Achievement Tests; International Assessment; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Institutional Characteristics; Vocational Education; Czech Republic; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Ausland; Förderkonzept; Nachhilfeunterricht; Akademische Bildung; Sekundarschüler; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Elternhaus; Bildungsabschluss; Bildungsgut; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausbildung; Berufsbildung; Tschechische Republik
Abstract	Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand for PT. While parental education, books at home, city size and educational aspirations were significant predictors of private tutoring for regular-track students, they were insignificant for academic-track students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01