ABSTRACT

In Geneva, Switzerland, students in secondary 1 education are grouped into different tracks according to their academic level. The tracking system in Geneva has been reformed recently. Prior to the reform, the tracks were very hierarchical but less selective; following the reform, the tracks are still very hierarchical but the entry criteria are more selective and there is greater flexibility to move from one track to another. Using longitudinal data, this article compares these two types of tracking system and analyses the inequalities produced in terms of the skills acquired by students and the path taken once compulsory education is completed. Our analysis shows that the new tracking system following the reform has a major impact on students of medium ability. They are more likely being assigned to a lower track, which has a significant adverse impact on their learning and subsequent pathway through education.

摘要

在瑞士日内瓦，中学一年级教育的学生根据他们的学术水平分为不同的轨道。日内瓦的追踪系统最近进行了改革。改革前，轨道层次分明，但选择性较差；改革后，这些轨道仍然非常等级化，但进入标准更具选择性，从一个轨道移动到另一个轨道有更大的灵活性。本文利用纵向数据，对这两种跟踪系统进行了比较，分析了学生在完成义务教育后所获得的技能和路径方面产生的不平等。我们的分析表明，改革后的新跟踪系统对中等能力学生产生了重大影响。他们更有可能被分配到较低的轨道，