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Does your secondary school matter for student
success in higher education?
Annemarie Oomen, APS International
20th October 2011
Frames of Reference
• Senior consultant & researcher at APS National Center for School Improvement
• The Netherlands In Europe…• Next to UK, above Belgium • Doing fine in PISA benchmarking
• Senior consultant & researcher at APS National Center for School Improvement
• The Netherlands: Population 16.5 million 19 year olds: > 90% in education.
Increase participation in higher education incl. university however…. still approx. 30% switch or drop out in year 1.
Research Questions
1. Do secondary schools ( i.e. pre-university track), with
• high (>80%) return and • low (<70%) return at one of the largest University in the
Netherlands, differ? If yes: how?
2. Do these schools differ in the nature and degree in which they prepare students for success at University?
Research model
-Social and cultural capital -Support environment-Gender
-Programme characteristics- Student support- Assessment- Student approach
Educational practice and management
Specific Programme
Academic orientation and preparation
CEIAG
Aspiration & motivation
(academic)Self-efficacy
Social economic and cultural background
Features ofCourse and/or. University
Previousscholing
Adapted from: Tinto: 1987,1993, 2004; Prins, 1997; De Metsenare et al, 2002
Research design- qualitative
• Selected 13 schools in benchmark of a large Uni:• 5 high return (> 80%); 5 low return ( <70%) first
year
• Deskresearch• Questionnaire and interview at site one
month before national examinations:• 1 Schoolmanager• 6 students (M/F; STEM/not STEM oriented;• 6 of their teachers
Do Dutch secondary schools with high and low return differ?No correlations found in respect to: public/private; a
large pre-university section; a specific eductional profile; amount of university-educated teaching staff.
Correlations are found between return and :• the assessment by the national
Inspectorate• assessment of the quality of the student
population by the teachers • having made a course- and university
choice one month before finishing national examinations
Do Dutch secondary schools with high and low return differ?Range school
-return first year on university
1 2 3 4 5 6 7 8 9 10
A B C D E F G H I J
-assessment by Inspectorate
X X X
-assessment quality student population by teaching staff
Below av
Below av
Belowav
Av Aboveav
Aboveav
Above av
Aboveav
Above av
Av
- both parents have university degree
- - - *** * * * ? * *
-students feel sure about choises made
-students made both choices
High return: school A, B, C, D, E
The nature and degree of university preparation?
Educational programme and management:• School segregation found at school A, B and C;
Enhanced educational practice at school A• All subject teachers in school A – J
• “knowledge, skills and exploration are important for student success at Uni”
• Most report to prepare students: in knowledge and/or skills
• Most are in direct contacts with Uni-staff: on subjectmatters
• Students in school A-J report to learn academic thinking and develop social and personal skills
• Both teachers and students report a learning culture in which “6 on a scale 1-10 is good enough”
The nature and degree of university preparation?
CEIAG:• Students at these secondary schools are encouraged to
explore academic courses and uni in the last 3 years, but • are not aware of the main and differing features of academic
programmes and of relevant issues that cause drop-out, fail, swith;
• careermanagement skills aren’t developed.• In the last 3 years of these secondary schools:
• students experience they are encouraged to take up own initiative in exploration;
• the role of the school is limited mostly to personal interviews with tutor or career teacher;
• career decisionmaking takes place at home with the parents. • Uni-staff is no ‘natural’interview source. • No real differences in CEIAG between schools with high and
low return but for the position of CEIAG in a school: this is more solid in a school with high return according to schoolmanagement.
Discussion• Students
• at schools with an ‘above average’rated student population and
• one or both parents having a uni-degree are almost obvious supposed to go to uni, with
no need to explore which course or level of HE. • What teachers at these secondary school
think necessary for uni-success differs from what they (can) do
• New perspectives on the national policy ‘to involve parents more in career decisionmaking’