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Socioeconomic status and school type as predictors of academic achievement
H. Eren Suna, Hande Tanberkan, Bekir S. Gür, Matjaž Perc, Mahmut Özer, 2020, izvirni znanstveni članek

Opis: We evaluated the effects of socioeconomic status and school type on academic achievement based on data from two million students over a 10 year period through three national transition systems in Turkey. Each of the three transition systems has its own national examination, and the data includes only students who took these exams. We used covariance analysis to compare the mean scores of public schools and private schools after controlling the effect of students' socioeconomic levels. We found that students in private schools, who were socioeconomically stronger, had significantly higher academic achievement levels in language, mathematics, and science tests, and this finding was valid across all three transition systems. These effects were further exuberated when all the students were tracked by means of a national exam and placed into different high schools. It was found that the negative impact of one's socioeconomic level on students' scores reached its maximum value when all students were placed into high schools by means of a national exam. In all systems, the mean scores of private school students decreased 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 their deployment to post high-school education.
Ključne besede: school tracking, socioeconomic status, academic achievement, school type, transition systems
Objavljeno v DKUM: 23.12.2024; Ogledov: 0; Prenosov: 5
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Turkey’s transition to face-to-face schooling during the COVID-19 pandemic
Mahmut Özer, H. Eren Suna, Matjaž Perc, Sadri Şensoy, Sevil Uygun Ili̇khan, 2022, izvirni znanstveni članek

Opis: Background/aim: The COVID-19 pandemic majorly disrupted conventional schooling and many countries maintained educational services through distance education. The duration of school closures in Turkey was longer than most OECD countries, thus Turkey prioritized school reopenings in the 2021-2022 academic year to mitigate possible negative outcomes of closures. Here we study the compatibility of implications for school reopenings in Turkey with these practices and assess the first semester of face-to-face schooling. Materials and methods: We have used document analysis to present and compare the practices in Turkey with international practices. We also used a comparative approach to assess the coherence between policies in Turkey and international suggestions. Results: We find that vaccination rates of teachers and education staff are quite high in Turkey. Other practices, mandatory face masks, class-based closures and quarantine policies, are also in agreement with international practices. These steps are supported with frequent cleaning and ventilation of school environments, as well as with social distancing measures in schools. Conclusion: Consequently, the rate of daily closed classrooms has been kept below 1%, and the patterns of closures and openings are in general agreement with the changes of positive cases in the Turkish society. The net rate of closed classrooms decreased with the decline of quarantine days in Turkey. We hope that these insights will inform about school openings and contribute to best practices for faceto-face schooling.
Ključne besede: school system, school reopening, face-to-face education, COVID-19, educational equality, vaccination
Objavljeno v DKUM: 11.07.2024; Ogledov: 100; Prenosov: 5
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