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School System And Educational Policy In A Highly Stratified Post-Soviet Society: The Importance Of Social Context

Author

Listed:
  • Sergey G. Kosaretsky

    (National Research University Higher School of Economics)

  • Irina G. Grunicheva

    (National Research University Higher School of Economics)

  • Marina A. Pinskaya

    (National Research University Higher School of Economics)

Abstract

This article presents the results of a study on Russian education policy. It explores how compulsory and secondary education meet contemporary social challenges, and how they should be adjusted to account for acute social inequality. The authors present evidence of the growing social polarization in post-Soviet Russia. This is discussed against the current situation in compulsory and secondary education, which is characterized by strong differentiation between schools in terms of their performance, enrollment, and availability of resources. They further discuss the possible impact of major turns in Russia’s education policy on the processes of social stratification, and whether it was effective enough to provide equal access to quality education for all social groups. The analysis concludes by making several suggestions about how education policy in Russia needs to be adjusted for it to become more targeted and relevant to the context in which its education institutions operate.

Suggested Citation

  • Sergey G. Kosaretsky & Irina G. Grunicheva & Marina A. Pinskaya, 2014. "School System And Educational Policy In A Highly Stratified Post-Soviet Society: The Importance Of Social Context," HSE Working papers WP BRP 22/PA/2014, National Research University Higher School of Economics.
    • Handle: RePEc:hig:wpaper:22/pa/2014
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    File URL: http://www.hse.ru/data/2014/12/09/1105032362/22PA2014.pdf
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    2. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    3. William N. Evans & Wallace E. Oates & Robert M. Schwab & William N. Evans & Wallace E. Oates & Robert M. Schwab, 2004. "Measuring Peer Group Effects: A Study of Teenage Behavior," Chapters, in: Environmental Policy and Fiscal Federalism, chapter 13, pages 232-257, Edward Elgar Publishing.
    4. George J. Borjas, 2021. "Ethnicity, Neighborhoods, and Human-Capital Externalities," World Scientific Book Chapters, in: Foundational Essays in Immigration Economics, chapter 7, pages 135-160, World Scientific Publishing Co. Pte. Ltd..
    5. Mark van Twist & Martijn van der Steen & Marieke Kleiboer & Jorren Scherpenisse & Henno Theisens, 2013. "Coping with Very Weak Primary Schools: Towards Smart Interventions in Dutch Education Policy," OECD Education Working Papers 98, OECD Publishing.
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    Citations

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    Cited by:

    1. Yuliya Kersha, 2020. "School Socioeconomic Composition as a Factor of Educational Inequality Reproduction," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 85-112.
    2. 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.

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    More about this item

    Keywords

    educational inequality; social inequality; education policy; school social context; school resources; academic performance; post-soviet Russia; compulsory education; secondary education;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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