A City's Schools: From equality of input to inequality of outcome
A City's Schools: From equality of input to inequality of outcome
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一个城市的学校：从投入平等到结果不平等
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
R. Illsley
中科院分区：
文献类型：
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作者：
R. Illsley
本文基于一系列 6 至 12 岁儿童的测试，分析了一个城市总小学人口（13,984 名儿童）的受教育程度。这些儿童于 20 世纪 60 年代在阿伯丁进行了调查。根据家长阶层背景、邻里社会地位和家庭生活方式，分析每所学校各年龄段学生的成绩。各个班级的成绩陡峭，在学年初期就已经很明显，一直持续到 12 岁。班级对身体发展的影响在入学时也同样明显。学校招生反映了其社区的社会特征，而这反过来又决定了学校的教育潜力。本文着眼于名义阶层的非典型成就，并询问为什么基于平等投入的制度会产生严重的结果不平等。
This paper analyses the educational attainment of the total primary school population (13,984 children) of a city based on a series of tests between the ages of 6 and 12. The children were surveyed in Aberdeen in the 1960s. The attainment of each age-group in each school is analysed against the background of their parental class, the social status of their neighbourhood and the life style of their family. A steep gradation of attainment across all class levels, already apparent in early school years, persisted unchanged up to the age of 12. Class influence on physical development was similarly marked at school entry. School intakes reflected the social character of their neighbourhood which in turn dominated the schools' educational potential. The paper looks at attainments atypical of nominal class and asks why a system based on equality of input produces gross inequality of outcome.