Alphabetical order effects in school admissions

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11640/16:00468769

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Alphabetical order effects in school admissions

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Alphabetical order effects in school admissions

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AH - Ekonomie

OECD FORD obor

—

Projekt

<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Research Papers in Education

ISSN

0267-1522

e-ISSN

—

Svazek periodika

31

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

483-498

Kód UT WoS článku

000380367700006

EID výsledku v databázi Scopus

2-s2.0-84939510953