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Трекинг, Школьная Мобильность И Образовательное Неравенство

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Иванюшина Валерия Александровна - кандидат биологических наук, ведущий научный сотрудник научной лаборатории "Социология образования и науки" Национального исследовательского университета "Высшая школа экономики" (Санкт-Петербург).Адрес: 192171, Санкт-Петербург, ул. Седова, д. 55, корп. 2. E-mail: ivaniushina@hse.ruУильямс Елена Павловна - студентка магистратуры Эдинбургского университета (University of Edinburgh).Адрес: Murchison House, 10 Max Born Cres, Edinburgh EH9 3BF, United Kingdom. E-mail: elenpwilliams@gmail.comМежшкольным трекингом называется распределение учеников по разным типам школ, различающимся образовательным потенциалом. В большинстве стран ОЭСР трекинг осуществляется в возрасте 15-16 лет; в России разделение потоков учащихся на "академический" (10-11-й классы школы) и "неакадемический" (профессиональные лицеи и колледжи) треки также происходит в 15 лет, после 9-го класса. Однако и до этого разделения образовательных траекторий российские дети учатся в школах разных типов ("обычные" школы, школы с углубленным изучением отдельных предметов, гимназии, лицеи); некоторые авторы называют такое распределение учащихся по типам школ "претрекингом" [Косякова и др., 2016]. До сих пор не было эмпирических данных о том, насколько часто ученики меняют школу до формального трекинга после 9-го класса. В статье на основании административной базы данных школ Санкт-Петербурга, содержащей сведения обо всех переходах из одной школы в другую за 2014/2015 учебный год, анализируется частота смены школы учащимися с 1-го по 11-й класс. Рассматривается частота смены школы отдельно для разных классов (параллелей), начиная с 1-го класса, и общая частота переходов между школами. Для выбора образовательной траектории после 9-го класса ("академический" либо "неакадемический" трек) построены регрессионные модели, связывающие долю учеников, уходящих в образовательные организации системы профессионального образования, с характеристиками школы. Результаты исследования свидетельствуют о высокой стабильности выбора школы: 65% школьников российского мегаполиса, имея широкие возможности смены школы, учатся в одной и той же школе с 1-го до 9-го класса; 85% учатся в одной и той же школе с 5-го по 9-й класс. Стабильность выбора школы согласуется с выводами Ю.А. Косяковой с соавторами о наличии пре-трекинга в российской средней школе. Полученные результаты обсуждаются применительно к проблеме образовательного неравенства.

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  • Иванюшина В. А. & Уильямс Е. П., 2019. "Трекинг, Школьная Мобильность И Образовательное Неравенство," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 47-70.
    • Handle: RePEc:scn:voprob:2019:i:4:p:47-70
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