ERIC Number: EJ1438760
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: EISSN-1744-5124
Selection Effects in Education and Implications for Educational Opportunity: State of the Field and Future Directions
School Effectiveness and School Improvement, v35 n3 p298-317 2024
Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities -- influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity.
Descriptors: Educational Opportunities, Selection, Foreign Countries, Early Childhood Education, Socioeconomic Status, Child Care Centers, Nonverbal Ability, Preschool Children, High School Students, College Enrollment, Longitudinal Studies, Public Schools, Academic Achievement
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States
Identifiers - Assessments and Surveys: Education Longitudinal Study of 2002 (NCES)
Grant or Contract Numbers: N/A