Alphabetical order effects in school admissions
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985998%3A_____%2F16%3A00461420" target="_blank" >RIV/67985998:_____/16:00461420 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11640/16:00468769
Result on the web
<a href="http://dx.doi.org/10.1080/02671522.2015.1073774" target="_blank" >http://dx.doi.org/10.1080/02671522.2015.1073774</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/02671522.2015.1073774" target="_blank" >10.1080/02671522.2015.1073774</a>
Alternative languages
Result language
angličtina
Original language name
Alphabetical order effects in school admissions
Original language description
If school admission committees use alphabetically sorted lists of applicants in their evaluations, one’s position in the alphabet according to last name initial may be important in determining access to selective schools. Jurajda and Münich (2010) Admission to Selective Schools, Alphabetically. Economics of Education Review, 29 (6): 1100–1109’ provide evidence consistent with this hypothesis based on graduation exams taken in grade 13 in the Czech Republic: Z’ students in selective schools had higher exam scores than A’ students. In this paper, we use the Trends in International Mathematics and Science Study & Progress in International Reading Literacy Study test scores of 4th graders and the Programme for International Student Assessment (PISA) test scores of 8th and 9th graders in the Czech Republic to provide evidence on how the alphabetical sorting outcome uncovered in Jurajda and Münich (2010) Admission to Selective Schools, Alphabetically. Economics of Education Review, 29 (6): 1100–1109’ arises during early tracking into selective schools. Using the PISA data, we also provide corresponding evidence for Denmark, where sorting into selective schools happens in higher grades.
Czech name
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Czech description
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Classification
Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AH - Economics
OECD FORD branch
—
Result continuities
Project
<a href="/en/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: The relationships between skills, schooling and labor market outcomes: A longitudinal study</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Research Papers in Education
ISSN
0267-1522
e-ISSN
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Volume of the periodical
31
Issue of the periodical within the volume
4
Country of publishing house
US - UNITED STATES
Number of pages
16
Pages from-to
483-498
UT code for WoS article
000380367700006
EID of the result in the Scopus database
2-s2.0-84939510953