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Социально-Экономическая Композиция Школы Как Фактор Воспроизводства Неравенства В Образовании

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Керша Юлия Дмитриевна - аспирант, стажер-исследователь Центра общего и дополнительного образования им. А. А. Пинского, преподаватель департамента образовательных программ Института образования Национального исследовательского университета "Высшая школа экономики".Адрес: 10100, Москва, ул. Мясницкая, 20. E-mail: ykersha@hse.ruПо результатам зарубежных исследований можно заключить, что социально-экономическая композиция (СЭК) является одним из главных факторов образовательного неравенства на уровне школы. Предполагается, что школьная композиция вносит самостоятельный вклад в формирование академических достижений сверх индивидуальных характеристик школьников. Однако анализ методологии большинства работ дает основания усомниться в существовании такого эффекта.Проведено исследование с целью оценить причинно-следственную связь между школьной социально-экономической композицией и академическими достижениями учащихся. На данных панельного исследования "Траектории в образовании и профессии" применяются методы многоуровневого регрессионного анализа и отбора подобного по вероятности (PSM) для оценки эффекта от одного года обучения в старшей школе с низкой СЭК и в школе с высокой СЭК. Сопоставляются размеры эффекта, полученные корреляционным и квазиэкспериментальным методом.Результаты проведенного анализа подтверждают, что школьная СЭК является одним из ключевых факторов формирования неравенства среди российских школ. При этом неравенство в разрезе школьной композиции не в полной мере совпадает с территориальным. Оценка эффекта от года обучения в 9‑м классе показывает, что учащиеся с одинаковыми индивидуальными характеристиками могут потерять до четверти стандартного отклонения в баллах PISA‑2012 при попадании в школу с низкой СЭК. Обучение в школе с высокой СЭК привело бы тех же самых школьников к более высоким академическим достижениям к концу 9‑го класса. Негативный эффект выявлен одновременно для двух предметных областей, что позволяет выдвинуть гипотезу о систематическом воздействии социально-экономической композиции на образовательные результаты в целом. В заключении обсуждаются практическая и научная значимость полученных результатов, а также основные направления дальнейших исследований в данной области.

Suggested Citation

  • Керша Ю. Д., 2020. "Социально-Экономическая Композиция Школы Как Фактор Воспроизводства Неравенства В Образовании," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 85-112.
    • Handle: RePEc:scn:voprob:2020:i:4:p:85-112
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