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CHANCE - Changes in educational policy for Swedish upper secondary school during two decades: Consequences for distribution of school resources, recruitment and outcomes

Research project
Inactive research
Project period
2012 - 2017
Project owner
The Department of Education and Special Education, University of Gothenburg

Financier
The Swedish Research Council

Short description

CHANCE - Changes in educational policy for Swedish upper secondary school during two decades: Consequences for distribution of school resources, recruitment and outcomes.

About the project

In the first project the effects of the free-school choice are examined. The sub-project aims to develop models for analysis and description of the pattern of school and education choices. Moreover, the consequences of these choices for the distribution of schools and educational offerings across municipalities, and for the allocation of students and teachers from diverse backgrounds across schools and municipalities will be investigated. A model developed by the National Agency for Education that identifies local school markets will be applied to data from seven time-points between 1994/95 and 2012/13, in order to study changes in the local school markets over time. The information will be used to investigate how the variation between schools and municipalities change over time, in terms of the distribution of students in terms of social background, immigrant background and prior achievement, as well as in terms of distribution of teachers with different certification, level of education experience.

In the second sub-project the aim is to investigate how the recruitment of students from different backgrounds (social background, immigrant background, etc.) to various educational programs has changed between the early 1990s and early 2010s. Moreover, the completion of secondary education has changed over the same time period, and this is also examined with respect to student background. The questions are studied by building statistical models that include a variety of explanatory factors. These explanatory factors relate both individual characteristics, such as social background, educational background and prior achievement. A further category of explanatory factors are the types of local education markets, identified in the first subproject.

In the third project the effects of school reforms in upper-secondary schools, such as the introduction of a third year at the vocational programs, are examined. One purpose is to study how this reform influenced individuals' knowledge and skills in the adulthood. To study the knowledge and skills in adulthood, data from PIAAC (Programme for the International Assessment of Adult Competencies) is used.