Social Inequality in Access to Higher Education: Grade Inflation in Private Schools and the Ineffectiveness of Compensatory Education

Autor/inn/en	Neves, Tiago; Ferraz, Hélder; Nata, Gil
Titel	Social Inequality in Access to Higher Education: Grade Inflation in Private Schools and the Ineffectiveness of Compensatory Education
Quelle	In: International Studies in Sociology of Education, 26 (2016) 2, S.190-210 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neves, Tiago) ORCID (Ferraz, Hélder) ORCID (Nata, Gil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2016.1191966
Schlagwörter	Grade Inflation; Private Schools; Social Bias; Access to Education; Higher Education; Longitudinal Studies; Secondary Education; Foreign Countries; Compensatory Education; Achievement Gap; Disadvantaged Youth; Equal Education; Grading; College Admission; Student Records; Standardized Tests; Scores; Public Schools; Portugal + Suchen Sie Ihr Suchwort? Private school; Privatschule; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarbereich; Ausland; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Notengebung; Schulnote; Hochschulzugang; Hochschulzulassung; Zulassung; Schülerakte; Standadised tests; Standardisierter Test; Public school; Öffentliche Schule
Abstract	Access to higher education is affected by inequalities worldwide. Here we present a longitudinal study based on large databases of scores in upper secondary education and access to higher education in Portugal. Our findings show how access to higher education builds on and reinforces social inequalities: (1) private, fee-paying secondary schools inflate their students' scores; (2) this inflation unfairly improves their chances of accessing higher education; (3) the Portuguese national compensatory education programme is ineffective in bridging the gap in academic performance between the less privileged and the rest of the schools. This study, then, provides further insights into how the upper classes are disproportionately benefited by the massification of higher education. To achieve greater equity, issues such as the State supervision of grading practices, the assessment and reconfiguration of compensatory education programmes, and the admission process into higher education have to be addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01