TY  - JOUR
TI  - Socioeconomic Status and School Type as Predictors of Academic Achievement
AB  - We evaluated the effects of socioeconomic status and school type onacademic achievement based on data from two million students over a10 year period through three national transition systems in Turkey. Eachof the three transition systems has its own national examination, and thedata includes only students who took these exams. We used covarianceanalysis to compare the mean scores of public schools and privateschools after controlling the effect of students’ socioeconomic levels.We found that students in private schools, who were socioeconomicallystronger, had significantly higher academic achievement levels inlanguage, mathematics, and science tests, and this finding was validacross all three transition systems. These effects were further exuberatedwhen all the students were tracked by means of a national exam andplaced into different high schools. It was found that the negative impactof one’s socioeconomic level on students’ scores reached its maximumvalue when all students were placed into high schools by means of anational exam. In all systems, the mean scores of private school studentsdecreased significantly when the socioeconomic level was controlled.Our research has important implications for school tracking policies,specifically indicating that it would be better to omit or at least delay theirdeployment to post high-school education.
AU  - Gur, Bekir S.
AU  - Ozer, Mahmut
AU  - Tanberkan, Hande
AU  - Suna, Hayri Eren
AU  - Perc, Matjaz
DO  - 10.26650/JECS2020-0034
PY  - 2020
JO  - Journal of Economy Culture and Society
VL  - 61
IS  - 1
SN  - 2458-8245
SP  - 41
EP  - 64
DB  - TRDizin
UR  - http://search/yayin/detay/377911
ER  -