Elite Schools Research Articles

Using Admission Lotteries to Estimate Heterogeneous Effects of Elite Schools

This paper studies the effects of enrollment in an elite school on students’ achievement. We use that elite schools in Amsterdam are often oversubscribed and admission is based on lotteries. Our results show that elite schools have negative effects on achievement of students who just qualify for the highest academic track and positive effects on achievement of students from the top of the baseline ability distribution. These results reconcile contrasting findings from previous studies that use regression discontinuity designs. We also find that value-added estimates of the effects of elite schools are severely biased.

Elite School Designation and Housing Prices: Quasi-Experimental Evidence from Beijing, China

We explore recent policy changes which aim to equalize access to elite elementary schools in Beijing, to identify the effect of access to quality education on house prices based on a unique dataset. Using property transaction records from Beijing over the period 2013-2016, we construct a balanced 4-wave panel of residential complexes, each of which linked to its designated primary schools. Whereas the multi-school dicing policy involves randomly assigning previously ineligible pupils to key elementary schools through lotteries, the policy of school federation led by elite schools consolidates ordinary primary schools through alliance with elite schools. Moreover, the designated primary school for a residential complex can change from an ordinary primary school to a key elementary school without involving neighbouring schools in surrounding residential complexes through a pure re-designation effect. We allow for systemic differences between the treated and non-treated residential complexes using the Matching Difference-in-Differences (MDID) approach. Our estimates indicate that the effect on house prices of being eligible to enrol in a municipal-level key primary school is about 4-6%, while the premium for being eligible for a less prestigious district-level key primary school is only about 2-3%. Our findings are robust to an alternative measure of primary school prestige based on an unofficial ranking from a popular parenting support website, which is shown to be closely related to the number of awards in academic tournaments.

Tinjauan Kebijakan Tentang Sekolah Elit (Sekolah Islam Unggulan)

Other term elite schools from (leading Islamic schools, model schools, Integrated Islamic schools or favorite schools) are part of the national education system is a complete unit of all educational units and activities related to one another. Elite schools enter from the system. The emergence of Islamic elite schools is at least motivated to be a number of factors that support factors, ideology, social, historical, and psychological. The role of Islamic elite schools in the perspective of national education is expected to be able to respond to the problems of Islamic education that have been discussed next to education which only functions as spiritual. Overview of elite school policies explicitly and can be seen in Law No. 2 of 1989 Chapter XVII, Article 54 Paragraph 4, UUSPN Article 50 paragraph (3), PP Number 19 of 2005 article 61 paragraph 1, PP Number 17 of 2010 Article 35 paragraph 1, 2, Article 45 paragraph 1.2 and DKI Jakarta Regional Regulation No. 1 of 2008

Иван Колев – забравен и новооткрит герой на българската армия

General Ivan Kolev was born in Bessarabia. He graduated from the elite school (middle school) for Bulgarian Minority in Bolhrad. Subsequently he settled down in Bulgaria where he made a brilliant career. In 1916, Ivan Kolev defeated all foreign troops (Romanian, Russian, Serbian) in Dobruja. He was the creator of the Bulgarian cavalry. In the interwar period, Ivan Kolev was widely known and valued. During the communist period, however, he was completely forgotten. It was only after the fall of the totalitarian regime that the figure of General Ivan Kolev was restored to history, both in Bulgaria and in Ukraine, where he was born.

The charitable status of elite schools: the origins of a national scandal

ABSTRACTThe origins of the charitable status of elite schools in England is a neglected topic. This article reconstructs the debate on the funding of schools which led to the establishment of the Charity Commission in 1853 and argues that it was the obdurate refusal of the Anglican Church to surrender its control of secondary education which first delayed reform and then forced the compromise which resulted in the major public schools remaining outside the direct control of the new Commission. In conclusion, it argues that decisions which were taken in the mid-nineteenth century continue to resonate today, allowing elite schools catering for some of the richest families in the land to continue to operate as registered charities and benefit from significant financial support from the State. The article carries the implicit suggestion that this is but one of several controversial contemporary issues which might benefit from more detailed historical contextualisation.

Approximating Whiteness: Race, Class, and Empire in the Making of Modern Elite/White Subjects

AbstractThis essay takes up the messy relationship between whiteness and eliteness at the site of elite schools under conditions of global racial capitalism and empire. Rubén Gaztambide‐Fernández and Leila Angod theorize this relationship by describing the slippery ways in which whiteness and eliteness co‐constitute each other and by tracing how the relationship between eliteness and whiteness is both historical and spatial. They argue that, in the twenty‐first century, the entanglement between eliteness and whiteness produces a particular affective configuration and that elite schooling has become the key mechanism for producing what they call the elite/white subject. Gaztambide‐Fernández and Angod trace the making of the elite/white subject through three processes: the unhinging from time/history; the unhinging from space/land; and the obfuscation of whiteness/eliteness through the production of a particular cosmopolitan affect. They do this by looking specifically at how non‐White subjects are invited into eliteness, always in a paradoxically precarious approximation in which whiteness, and therefore eliteness, can always be revoked. The ongoing collusion between the particular spatial and historical dimensions of the production of eliteness obfuscates the ways in which becoming elite always requires an approximation to whiteness and how both whiteness and eliteness must be constantly produced and secured.

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising of two scales, Instructional Supervisory Practices Scale (ISPS) and Work Extrinsic and Intrinsic Motivation Scale (WEIMS), was used to collect data from 530 teachers. Descriptive as well as inferential statistics were used to obtain results. The teachers’ perceptions regarding their leaders’ instructional supervisory practices and the level of teacher motivation were determined by computing mean and standard deviation. The Pearson Correlation (r) was computed to explore the relationship between six sub-scales of instructional supervisory practices and teacher motivation. The results of the study indicated a significant positive relationship between instructional supervision and teacher motivation. It is concluded that instructional supervision significantly contributes to teacher motivation.

The Segregation of “Failures”: Unequal Schools and Disadvantaged Students in an Affluent Suburb

Previous research in middle-class school districts has focused on within-school segregation but not between-school segregation. Drawing on two years of ethnographic fieldwork and 122 in-depth interviews with students, parents, and faculty in an affluent suburban school district, I find that students who struggle academically at prestigious “Pinnacle High School” are pressured by administrators to transfer to nearby “Crossroads High School.” These students are disproportionately black, Latinx, and working-class. Though students transfer due to academic struggles and not behavioral issues, Crossroads features an austere, prison-like appearance, constant surveillance of students by staff and local police, and a curriculum that disqualifies graduates from matriculating at a four-year college. I argue that the transfer policy and process disproportionately affects lower-income, black, and Latinx students, stigmatizes students who struggle as deviant “failures,” and is largely punitive rather than rehabilitative. Concentrating struggling students in a school such as Crossroads facilitates an institutional culture of academic apathy that runs counter to the school’s stated purpose as an academic rehabilitation center, and Crossroads serves the interests of academically elite schools like Pinnacle by providing those schools with a place to “dump” students who suffer academic setbacks. I refer to this form of segregation as academic apartheid—between-school segregation based on academic standing—and I conclude by proposing a change with the potential to increase equity and inclusion for students who struggle.

The intersection of ethos and opportunity: an ethnography exploring the role of the ‘physical curriculum’ in cultivating physical capital in the elite educated student

ABSTRACT This paper argues that the acquisition of bodily capital is not solely dependent on the individual’s innate physical capital, it also depends on how the body is managed. With opportunities to participate in sport differing significantly, social and economic issues play a key role in the acquisition of bodily capital. The quantities and forms of physical capital acquired by individuals are influenced by one’s social class position, with the dominant classes providing opportunities for their offspring to acquire an abundance of physical capital and placing an emphasis on the cultivation of this embodied capital from a very early age (Evans, J., & Davies, B. (2004). The embodiment of consciousness: Berstein, health and schooling. In J. Evans, B. Davies, & J. Wright (Eds.), Body, knowledge and control (pp. 207–218). London: Routledge). Employing a cultural structuralist theoretical model to explain social-class-related inequalities in physical education and sports provision in second-level schooling, this paper provides fresh insights into the class-specific physical education and sporting practices in elite schooling. In documenting the cultural distinctiveness of the physical education and sporting model in an Irish elite boarding school, insight is provided into the role of the physical curriculum in enabling elite educated students to acquire the most valued forms of physical capital.

Manajemen Sekolah Berbasis Mutu

Quality school is the dream of all parties. High-quality schools are characterized by the management of professional schools, learning activities that run in an innovative, creative and fun way, and can achieve the curriculum targets and optimal absorption, then the learning outcomes show good quality. Quality management of educational resources, especially human resources, curriculum, educational and financial facilities and infrastructure is the most decisive factor in the realization of quality schools. Therefore, managerial capabilities of organizers and school managers largely determine the diversity of school quality. Modern societies term the diversity of school quality as “elite school” which means large, luxurious, and quality or the term “school alit” means small, simple, and lacking in quality. However, what really distinguishes school quality lies in the ability of school administrators and managers to manage or manage the school. Small schools that are professionally managed with quality based, the results will be large and quality schools.

School-gentrifying community in the making in China: Its formation mechanisms and socio-spatial consequences

School gentrification has been powerful in reshaping urban demographic and socio-economic spaces, but less well-known is its formation mechanisms and socio-spatial consequences. The emerging school-gentrifying community in China's context was taken as an example to explore the interrelationships among education, real estate, and gentrification. The analysis showed that in the context of educational inequity and educational reform, the combination of private school and real estate project spawned the school-gentrifying community, which is built on a “real estate and elite school” model. School gentrification has strong embeddedness, its formation mechanisms in China's context are more complex and highly related to real estate projects and local government's “land finance” policy. The emergence of school-gentrifying community inevitably causes the marginalization of urban poor, but it contributes to a balanced distribution of educational resources and diversification of educational providers. Valuing the role of school gentrification in shaping urban physical and social-economic spaces has significant implications on the making of education and urban development policies.

The Effectiveness of Madrasah Head Leadership Competency in Increasing Educational Quality in Madrasah Tsanawiyah Private Vocational School, Al Manar Medan

This research aims to explain: (1) the competence of leadership of MTs Al Manar Medan Head Master; (2) the quality of education MTs Al Manar medan; (3) the effectiveness of leadership’s competence of MTs Al Manar Medan Head Master in improving the quality of education in MTs Al Manar Medan. This research was conducted by using qualitative descriptive approach. Research Subject is Head Master. The informants are Head Master, Vice of Head Master and Teachers. The data collection technique in this research is by: (1) Observation, (2) Interview, and (3) Documentation Study. Data Analysis Process is done by: Data Reduction, Display Data and Conclusion Drawing/Verification. The collected data is examined the validity of data by using Triangulation Data. The results of this research are: (1) Head Master’s Leadership Competence of MTs Al Manar Medan include; (a) Personality Competencies, (b) Managerial Competencies, (c) Supervision Competencies, and (d) Social Competencies. (2) Quality of Education in MTs Al Manar Medan, Teachers are able to carry out the learning process well in accordance with the RPP that has been developed in accordance with the needs of schools, mastery of good learning media by teachers, discipline teachers and good students, students are able to follow the competitions in outside the school, the quality of graduates can compete with elite schools in Medan City. (3) The effectiveness of Headmaster Leadership Competence in Improving the Quality of Education includes: (a) Personality Competence, Head Master able to give good characters to teachers and students. (b) Managerial Competence, Head master able to makes annual program well, guide teachers and education personnel in performing tasks, motivate teachers to improve teacher professionalism, and maximize school’s facilities and infrastructure. (c) Supervision Competencies, Head master evaluates the performance of teachers and education personnel on a regular basis at the end of every end years of learning, principals provide direct supervision during the learning process in the classroom. (d) Social Competence, headmaster participate in any activity within and outside the school.

Access to English in Pakistan: a source of prestige or a hindrance to success

ABSTRACTPrevious studies focusing on the role of English in developing countries have reached different conclusions. Some studies consider the English language to be beneficial for students’ academic and professional development, while others claim that it affects students’ progress and conceptual clarity and thus acts as a source of students’ failure. While reaching to such conclusions, usually such studies involve students with either low or high socioeconomic status (SES). Drawing from the symbolic power of language and the sociolinguistics of globalization as a theoretical lens, this study involves participants from four types of schools in Pakistan: elite private, elite public, general private, and general public to have participants from different social classes. The study adopts a phenomenological case study design and constructivist grounded theory for data analysis, and finds that English is proving linguistic capital for elite school students. However, lack of opportunities to learn the English language in general schools may lead to failure of the students for not knowing English in education and professional life. Considering the dividing role of English in education, this paper concludes the need for empowering Urdu and other local languages, and reducing differences in English instruction to provide equal access to the English language for students in different schools.

BOUGHT PRIVILEGES, EDUCATIONAL SEGREGATION, STATUS AND PRESTIGE: THE ROLE AND FUNCTIONS OF ELITE SCHOOLS AND ACADEMIC CURRICULA IN RELATION TO EDUCATION JUSTICE AND EQUALITY

The education of the poor is usually the target of global education politics for a more socially just and equal, and effective and productive society. But according to the present article the real problems in these respects are not about the education of the poor, so much as they are those of the rich upper-class and global elites, whose inheritance of social, cultural and economic power are secured in part through the reproduction in academic education of the values of bourgeois culture and the assumed superiority of its educational code: first in schools and their curricula and then in higher education and theirs. Schools and their curricula are in focus in the article. Using ethnographic and meta-ethnographic analyses an insight into a two-way relationship between the logic of action of elite schooling and the dangerous polarizations of value that can develop through social and academic segregation are presented and a critique of elite educational differentiation, segregation and socialization is given in terms of how elite schools provide skewed access to elite knowledge and future social positions for the children of the dominant socio-cultural and economic class fractions, in ways that counteract meritocracy and educational efficiency, and that also produce alarming concepts of the value of the self and other amongst their students with significant knock on effects for future democratic polity.

Profiles of Perfectionism Among Adolescents Attending Specialized Elite- and Ordinary Lower Secondary Schools: A Norwegian Cross-Sectional Comparative Study.

The versatile construct of perfectionism has been heavily debated, e.g., its nature or measurement constituents, how it influences performances or, most importantly, our health. Conventional linear analyses seem inadequate to address such challenges. Hence, we used a latent variable and a person-centered approach to identify different patterns of perfectionism, and their relationships with psychological health as outcome among early adolescents (13–14 years) attending conventional or elite sports-/performance-oriented lower secondary schools (14 schools, 832 students, 53% girls). All students completed two perfectionism scales, i.e., the child-adolescent perfectionism scale (CAPS) and the frost multidimensional perfectionism scale (FMPS). The criterion-related variables of psychological health included anxiety, depression, eating disorder problems, self-worth and resilience, respectively. Exploratory and confirmatory factor analyses yielded a four-factor representation of perfectionism. Using latent class analysis extracted five profiles of perfectionism, which were related to the criterion variables. Three profiles were clear indicators of either low or high perfectionism score patterns. Two profiles showed a mixed picture of high and low scores, whereas one represented a psychological healthy subgroup. About four of ten adolescents in the ordinary schools matched the two most debilitating perfectionism profiles compared to two of ten in the elite schools. How these results align with international findings is discussed along with the relevance for early interventions aimed at preventing the potential downsides of perfectionism. Longitudinal studies are neeed to explore profile trajectories as well as possible health consequences.

Art in the Process of Integrating the Don Host to the Russian State

Introduction. Studying culture and art in the formation of the Cossacks, designing its estate status is carried out in the perspective of current ideas about cultural policy contributing to more complete systemic reconstruction of the process. The novelty consists in showing the interaction of artistic and traditional household culture, the transformation of the latter. The purpose and objectives were analyzing the role of art in integrating the Cossacks into the Russian state, identifying the direction of changes in the culture; historical periodization of perception and adaptation of new art forms; establishing the specificity of the selected periods and the results achieved. Methods and materials. Research methods include the historical one, which allows considering changes in culture based on facts of social history, and cultural one, which gives approaches to studying regulation of the integration process in accordance with the principles of cultural policy. The source base consists of published official documents (letters, laws, decrees) containing reliable information, and art criticism, historical and ethnographic literature, which describes specific phenomena of culture and art. Analysis. The supreme power used effective and relevant for a particular historical period institutions and resources: religion and church (17th c.); service in the army and military education system (18th c.); reforming of social organization (incorporation into the estate structure of the state) and the control system of the Army (separation of the military and civilian system of administration) (19th c.). Results. By creating infrastructure, developing church and secular education, the government promoted systemic renewal of culture and Cossacks’ digestion of its forms that were perceived in Russia and Europe as close, identical and related (architecture, painting, choral singing and orchestra music, drama and musical theater). At the early stage of integration into the Russian state, contact forms and democratic nature of the cultural interaction process prevailed. Cultural expansion of the 18th – 19th centuries had a systemic nature and was determined by purposeful influence of the institutions (church, army, school and social elite) that contributed to renewal of culture according to the Western European model.

The perpetuation of colonial legacy: uncovering internal orientalism in the form of English supremacy in Pakistan

ABSTRACTThis paper identifies the issues of internal orientalism that are reproduced at a micro level within Pakistan because of English linguistic imperialism. The unequal education system engenders attitudes of English supremacy. Orientalism supports global divisions East and West wherein the former is subservient to the latter. This division is reproduced domestically in Pakistan where English acquisition remains a preserve of few, who tend to exploit and ostracise (from privileges) others. To identify the corresponding elements of imperialism, I study both repressive and ideological state apparatuses by examining government reports during military regimes for the former and the advertisements of elite schools for the latter. Both apparatuses play a significant role in promoting English supremacy ideology. With Louis Althusser, I examine this ideology focusing on two Ideological State Apparatuses, i.e. education – elite schools (both private and public), and media – school advertisements. This research argues that English plays a significant role in the perpetuation of imperialism in postcolonial Pakistan.

Suicidal Ideation in Elite Schools: A Test of the Interpersonal Theory and the Escape Theory of Suicide.

The present study compared the ability of two contemporary theories of suicidal behavior-the interpersonal and escape theories of suicide-to predict suicidal ideation. The interpersonal theory proposes that the interaction of perceived burdensomeness and thwarted belongingness predicts suicidal ideation. The escape theory proposes that feelings of failure predict suicidal ideation and that escape motivation mediates this relationship. The present study intended to determine which of the two theories more successfully explains suicidal ideation. A sample of 306 students from elite schools in Morocco (193 women, Mage =21.21years, predominantly Muslims) completed a questionnaire assessing feelings of failure and escape motivation, perceived burdensomeness and thwarted belongingness, suicide ideation, and control variables. In line with previous research, separate tests revealed support for the two theories. Interestingly, when entered simultaneously in a multiple regression analysis, the two frameworks explained a unique and cumulative part of the variance in suicidal ideation. Moreover, the effects remained significant after controlling for past suicide attempts, depression, hopelessness, and stress. The findings suggest that combining the interpersonal and escape theories of suicide could help better explain the emergence of suicidal ideation among college students.

Inequality In Education. Dimensions And Solutions

The proposed subject is included in fundamental and operational pedagogical research, promoted by decades through educational sociology, with a major impact on education policy, educational planning and educational management – applied at systemic and educational process level. The premises of inequality in education are: economic, social and pedagogical. The economic premises are related to the material status of the family and also to the raising of quality educational costs. The social premises are related to the politicians of education concepts on culture that are promoted and don not ensure a balance between the common the specialized curriculum, between mandatory and optional curriculum, between mass and elite school, formal and successful education access of graduates. The pedagogical premises are related to teachers’ didactic performance who do not ensure the particularities of their activity (lessons etc.) with the knowledge of the real potential of the pupil (scholar, psychological and social). The proposed solutions are placed at two extremes: a) radical solutions, inspired by the theory of social de-schooling of the society which is targeting the replacement of formal educational system with a non-formal educational network; b) reformed solutions, initiated by UNESCO, targeting the modification of the changing of education functioning in the line of its democracy and efficiency process. The reforming solution with chances in effective solving of the inequality issue in education is the one that emphasizes the pedagogical changing dimension, permanently connected to the general mission of school as promoter of culture and civilization.

A re-analysis on the effects of foreign language school

본 연구에서는 한국교육고용패널 1~4차 연도 종단 자료를 기반으로 언어, 수리, 외국어 영역에서의수능 학업 성취를 중심으로 외고의 학교효과와 그 효과의 이질성에 대해 검토해 보았다. 외고 학생에대한 사전 학업 성취도가 결측된 상황에서 가능한 선택 편의를 최소화하기 위해 중학교 내신 수준이상위권에 해당하는 일반고 학생들을 선별, 상위 5~30%까지의 수준별 통제군을 구성하여 각각의 통제군과 비교한 외고 효과를 추정, 그 변화를 검토하였다. 또한 외고가 귀족학교로서 고등학교 체제의수평적 계층화에 기여해 왔다는 비판을 검토하기 위해, 이러한 외고 효과가 학생의 개인, 가정, 학교배경에 따라 이질적으로 나타나는지 상호작용분석을 통해 검증하였다. 그 주요 결과는 다음과 같다. 첫째, 같은 자료를 활용한 선행 연구들과 마찬가지로, 평균적인 일반고 학생과 비교하였을 때 언어, 수리, 외국어 전 영역에 걸쳐 개인, 가정, 학교 배경 및 과정 변인을 통제한 후에도 외고 효과가 상당한 것으로 나타났다. 둘째, 선택 편의를 최소화하기 위해 중학교 내신 수준이 상위권인 일반고 학생과 비교하였을 경우, 외고 효과가 다소 감소하는 것으로 나타났고, 특히 중학교 내신 최상위권인 일반고 학생과 비교했을 경우, 외고 효과가 대폭으로 감소하는 것으로 나타났다. 이러한 외고 효과는 수능 영역에 따라 다소 다른 양상을 보였는데, 언어 영역에서의 외고 학생의 성취는 내신 상위25%의중학생이 일반고에 진학한 후 얻은 수능 성취와 유사하였고, 수리, 외국어 영역의 경우 외고 학생의수능 성취는 중학교 내신 상위 5~8% 이상인 일반고 학생의 수능 성취와 상응하였다. 셋째, 이러한 외고 효과는 학생의 사회, 경제적 배경에 따라 이질적으로 나타났는데, 특히 수리 영역에서 사교육비 지출 수준이 높거나 가구 소득이 높은 가정의 학생에게, 외국어 영역에서 부모의 학력(4년제 대학)이높은 가정의 학생들에게 유리하게 작용하였다.Using the Korean Education and Employment Panel(1~4 waves), this study examined the effects of foreign language school(FLS) participation and its heterogeneous effects on students’ performance on reading, math, and foreign language on the College Scholastic Ability Test(CSAT). To address missing data on FLS students’ previous achievement and reduce potential selection bias, this study constructed various control groups based on general high school(GHS) students’ previous achievement(drawing from the top 5~30%). Then, the study examined estimates on the effect of FLS and changes across comparisons. Furthermore, to address critiques on FLS as an elite school environment, the study examined its heterogeneous effects across student, family, and school backgrounds through interaction analyses. The study resulted in three key findings. First, this study found that FLS students had higher levels of achievement than average GHS students, even after accounting for all relevant covariates, thus confirming findings from prior studies. Second, this study compared FLS students with GHS students who were high achieving during their middle school years in order to control for potential selection bias. As a result, the effect size was fairly reduced overall, and was especially reduced when comparing with even higher achievers during middle school. However, FLS effects varied across CSAT subjects. In reading, FLS students’ achievement was comparable to that of GHS students who were above 75%(top 25%) during middle school, while their math and foreign language achievements were comparable to GHS students above 92~95%(top 5~8%) during middle school. Third, this study found FLS’ heterogeneous effects across students’ socio-economic backgrounds. In particular, FLS students from higher income families or families who could afford the higher costs of private tutoring had higher levels of math achievement, while those with higher levels of parental education achieved higher scores on the foreign language CSAT.