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Jan Skopek

This chapter contributes to research on the impact of centre-based care on child outcomes by comparing cognitive competencies of preschoolers in East and West Germany. While previous research was discussing differences in childcare arrangements across East and West Germany in terms of fertility, potential consequences for children’s development were largely ignored. Exploiting data from the German National Educational Panel Study, I am analysing (1) enrolment to centre-based child care and (2) its consequences for cognitive abilities of preschoolers at around age five in East and West Germany. The expectation that higher provision of centre-based child care in East Germany may give East German children a lead in early abilities found limited support. While previous assessments in school age consistently documented achievement gaps between East and West German children, my study provides hints that one cause may be the systematically earlier entrance to institutional care in East Germany. I conclude with several implications for further research and policy makers.

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Jan Skopek, Moris Triventi and Sandra Buchholz

This chapter examines the role of differentiation in secondary education in social inequality of educational opportunities. In general, schooling plays an ambivalent role in shaping educational inequality. We highlight two seemingly contradictory but complementary perspectives of schooling, that is, as ‘equalizer’ versus ‘locus of reproduction of inequality’. The common practice of educational differentiation can be seen as a key mechanism of reproduction that is operating in all education systems, sometimes in more and sometimes in less overt forms. Focusing on the role of school tracking as a specific form of educational differentiation, our chapter reviews various research designs in contemporary comparative studies on the impact of tracking on social inequality in educational opportunities and outcomes. We identify cross-national research as a major research strategy for learning about effects of educational systems and discuss two generic approaches – variable based versus case based – as well as their respective strengths and limitations. Finally, our chapter presents recent comparative evidence on the effect of tracking on social inequality in learning outcomes of students.

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Edited by Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Triventi

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Edited by Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Triventi

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Moris Triventi, Nevena Kulic, Jan Skopek and Hans-Peter Blossfeld

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Edited by Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Triventi

From an international comparative perspective, this third book in the prestigious eduLIFE Lifelong Learning series provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment. The international perspective allows illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.
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Edited by Hans-Peter Blossfeld, Jan Skopek, Moris Triventi and Sandra Buchholz

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Edited by Hans-Peter Blossfeld, Jan Skopek, Moris Triventi and Sandra Buchholz

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Gender, Education and Employment

An International Comparison of School-to-Work Transitions

Edited by Hans-Peter Blossfeld, Jan Skopek, Moris Triventi and Sandra Buchholz

For much of the twentieth century, women lagged considerably behind men in their educational attainment. However, in recent decades, young women have become an important source of human capital for labor markets in modern societies, as well as potential competitors to the male workforce. This book asks whether or not women have been able to convert their educational success into gains on the labor market