This study investigated educational stratification in Nigeria to determine how socioeconomic status, gender, and regional differences influence achievement in education using the nationally representative 2010 Nigeria Education Data Survey (NEDS). These cross-sectional data are among the first quality household survey data available for assessing aspects of education in Nigeria. In the last four decades, Nigeria has experienced dramatic expansion of its educational system. Following the introduction of educational policies and programs, growth in enrolment at the primary and secondary levels has largely been sustained. For instance, enrolment of pupils in primary education increased from 3,515,827 in 1970 to 14,383,487 in 1985 and to 20,080,986 in 2010. However, this impressive gain was followed by dwindling quality in the educational system, which has reported differing educational outcomes for different groups. Prior research in Nigeria has not examined how socioeconomic status influences achievement in education using large scale representative data. In this study, I primarily focused on assessing socioeconomic status to determine how it predicts achievement in reading and numeracy in Nigerian school children, ages 5 to 16 years. Nigeria is also known to have wide gender and regional gaps in education. Thus, I assessed gender and region variables to determine how much they contribute to the variance in educational achievement. I analyzed NEDS 2010 data and reported the findings of the descriptive and multivariate regression statistics. Descriptive statistics show the frequencies and distribution of the variables in the study. The multivariate regression analyses were employed to determine the relationship of socioeconomic status, gender, and region (the main predictor variables) with achievement in reading and numeracy (outcome variables). Given the use of survey data, both the descriptive and regression statistics were based on weighted statistics. This study found a significant wealth gap in reading and numeracy achievements among Nigerian children. I also found that family wealth, parental education, and region explain differences in academic achievement. Family wealth was found to be the most important variable influencing achievement in reading and numeracy, followed by mother's education and then region. Overall, the findings in this study suggest no significant differences in reading and numeracy achievement for boys and girls. Although gender was not found to be consistently associated with academic achievement in this study, it should not be assumed to mean that gender equality in education exists in Nigeria. It is widely reported elsewhere that gender-biased educational opportunity plays a major role in influencing educational attainment and achievement. More research, preferably using a longitudinal study design, is needed to identify the trends and patterns of gender roles in Nigerian educational attainment and achievement. The findings in this study provide the foundation for making further investigations on the association of social, economic, and cultural factors with academic achievement and to assess inequality in education in Nigeria.

Graduate students represent 15% of the students and one-third of the graduates of colleges and universities across the United States. They are leading thinkers in higher education institutions and businesses across the country and around the world. In many fields, such as law, graduate or professional school is required for entry-level employment, whereas in other fields, such as business, graduate education may enhance performance and opportunities for promotion. The educational stratification and college-choice literature document the influence of family background (distal family) on educational attainment. These literatures focus on the traditional undergraduate student without considering the different preferences and responsibilities (context) of potential graduate students considering enrollment. Potential graduate students are often older than high school students making a college choice, are independent from their parents, and may have a spouse and children (proximal family) at the forefront of their educational plans. This dissertation builds on the educational stratification and college-choice literature by considering post-baccalaureate (graduate) enrollment specifically. This study explores the effects of marriage, parenthood, and any corresponding gender effects on whether and when a bachelor's degree recipient enrolls in graduate education. To investigate these proximal family effects and gender effects, I analyzed data from the National Center for Education Statistics' Baccalaureate and Beyond Longitudinal Study 1993/03--a longitudinal study that surveyed over 11,000 students at the time of their bachelor's degree completion and three additional times over 10 years. Using survival analysis (event history analysis), I measured the amount of time between baccalaureate degree completion and first graduate enrollment. Using this measure, I compared differences in the odds of graduate enrollment and timing of graduate enrollment based on marital status, parental status, and gender. Overall, more women than men enrolled in graduate education, and men enrolled sooner than women. The results showed that being a parent had a negative effect on if and when an individual enrolled in graduate school. Being married also had a negative effect on if and when an individual enrolled in graduate school, with married men experiencing a slightly stronger negative effect than married women. The combined effect of being married and being a parent had the strongest negative effect on graduate enrollment for men and women, but more so for women. By better understanding graduate college choice, institutions can more effectively use resources and improve the opportunities and experiences for graduate students and, specifically, graduate students with families. Minimizing barriers to entry may level the playing field between graduate degree aspirants with families and those without families.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-27T13:14:06Z No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-27T13:43:39Z (GMT) No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) / Made available in DSpace on 2017-09-27T13:43:39Z (GMT). No. of bitstreams: 1 wendelalvesdamasceno.pdf: 14936440 bytes, checksum: 2e998515d85ffc1971ef72d37984f99c (MD5) Previous issue date: 2017-08-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho se constituiu a partir de pesquisa quantitativa sobre influência da avaliação pública do Sistema Mineiro de Avaliação da Educação (Simave) sobre o desempenho e desigualdades educacionais em escolas públicas da Rede Municipal e Rede Estadual do Município de Barbacena-MG. Os microdados sobre o desempenho em Matemática e Língua Portuguesa de todas as escolas públicas da cidade no período de 2011 a 2014 foram a base das análises apresentadas. A pesquisa utilizou os dados desempenho nas 5, 9 e 12 séries. O uso dos resultados pela Rede Estadual, como parte de sua Política de Responsabilização, produz melhores desempenhos educacionais do que os apresentados pela Rede Municipal, que não utiliza destes dados para traçar suas diretrizes. Embora tenha melhorado seu desempenho, a Rede Estadual não reduziu as desigualdades de desempenho no interior de sua rede, que ainda se mostra vulnerável às influências das origens sociais e às vantagens e desvantagens produzidas pela mesma nos sistemas escolares. / The present work was based on a quantitative research on the influence of public evaluation of the Mineiro System of Education Evaluation (Simave) on the performance and educational inequalities in public schools of the Municipal Network and State Network of the Municipality of Barbacena-MG. The microdata on performance in Mathematics and Portuguese Language of all public schools in the city from 2011 to 2014 were the basis of the analyzes presented. The research used the performance data in the 5, 9 and 12 series. The use of the results by the State Network as part of its Accountability Policy produces better educational performance than those presented by the Municipal Network, which does not use these data to draw up its guidelines. Although it has improved its performance, it has not reduced performance inequalities within its network, which is still vulnerable to the influences of social origins and the advantages and disadvantages produced by it in school systems.

[pt] Este estudo mediu a variância de variáveis sociais clássicas (gênero; raça/cor e idade) entre as turmas de uma mesma escola que apresentaram o maior e o menor desempenho em Língua Portuguesa (leitura) e Matemática. A variância é a medida de desigualdade adotada e a pesquisa faz uso de dados longitudinais coletados pelo GERES, nos anos letivos de 2005 e 2006, junto aos alunos dos anos iniciais do Ensino Fundamental, com o objetivo de investigar, em 27 escolas municipais da cidade do Rio de Janeiro, se a variância verificada nos resultados da proficiência entre turmas dentro de uma mesma escola é também encontrada em relação a outras características sociais dos alunos, em termos de gênero, raça/cor e idade. Além dos resultados de desempenho nos testes cognitivos, a pesquisa utiliza dados sobre as características demográficas e sociais dos alunos. Os achados gerais da pesquisa evidenciam que as diferenças de desempenho encontradas entre turmas de escolas da rede municipal de ensino do Rio de Janeiro não têm uma marca social clara, no sentido de que não há processos de enturmação relacionados com variáveis sociais clássicas, de gênero, raça e idade. No entanto, os resultados mostram que dentre os mecanismos de estratificação presentes nas escolas, são as diferenças de habilidades dos alunos em Leitura e Matemática as que orientam os processos de organização de turmas. / [en] This study measures the variance of classical social variables (gender, race/skin color, and age) among groups of the same school which have shown the highest and the lowest levels of proficiency in Reading and Math. Variance is the measurement we adopt here in order to show inequality levels. The research has used longitudinal data collected by GERES from 2005 to 2006, considering primary school students of 27 municipal schools in Rio de Janeiro. The object has been to investigate if the variance observed through proficiency results among groups of the same school can also be found when referring to students social characteristics such as gender, race/skin color, and age. The research considers not only students fulfillment in cognitive tests, but also their demographical and social characteristics. This study has brought up evidences which reveal that differences in fulfillment among groups of municipal schools in Rio de Janeiro are not clearly marked by social aspects, what means that the process of organizing students in groups is not determined by classical social variables of gender, race/skin color, and age. On the other hand, our results show that students different abilities in Reading and Math lead to their allocation in groups.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-01T19:11:39Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Primeira letra de cada palavra chave deve ser maiúscula on 2016-07-02T13:03:22Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-04T10:10:04Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:10:36Z (GMT) No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Made available in DSpace on 2016-07-13T16:10:36Z (GMT). No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) Previous issue date: 2012-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação focaliza de que forma a educação importa / contribui no processo de (re) produção das desigualdades sociais a partir da reflexão dos três eixos temáticos abordados nas Ciências Sociais: estratificação educacional, educação e entrada no mercado de trabalho e a relação entre educação e renda. São considerados os modelos explicativos e evidências empíricas relativas ao Brasil sobre as relações estabelecidas pela educação com os processos de estratificação social. / The dissertation focus on the way of education contributes to the social inequality (re) production process from the reflection on the three thematic issues that were dealt with Social Science: educational stratification, education and the access to the labour market and the relations between education and income. The explicably models and empiric evidences related to Brazil are considered about the relations between education with the social stratification process.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-28T16:58:10Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-07-05T14:31:16Z (GMT) No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Made available in DSpace on 2016-07-05T14:31:16Z (GMT). No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) Previous issue date: 2012-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação focaliza de que forma a educação importa / contribui no processo de (re) produção das desigualdades sociais a partir da reflexão dos três eixos temáticos abordados nas Ciências Sociais: estratificação educacional, educação e entrada no mercado de trabalho e a relação entre educação e renda. São considerados os modelos explicativos e evidências empíricas relativas ao Brasil sobre as relações estabelecidas pela educação com os processos de estratificação social. / The dissertation focus on the way of education contributes to the social inequality (re) production process from the reflection on the three thematic issues that were dealt with Social Science: educational stratification, education and the access to the labour market and the relations between education and income. The explicably models and empiric evidences related to Brazil are considered about the relations between education with the social stratification process.

我國自1996年起開始試辦綜合高中，迄今已有十餘年。試辦綜合高中的目的在於促使我國後期中等教育能在高中、高職之外，提供另一條不同的選擇進路，俾使學生得以適性發展，學得多方面的知識，達到適性教育的目標。過去國內關於綜合高中分流政策的研究，大都集中在探討綜合高中的辦學績效和實施困難，而非該政策對學生學習成就的影響之探討。有鑑於此，本研究進一步探討：（1）哪些因素會影響國中畢業生選擇就讀普通高中和綜合高中學術導向組；（2）就讀綜合高中的學生，其學生學習成就是否優於就讀一般高中或高職；（3）綜合高中的課程分流政策是否能減少教育階層化的產生。 原始資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公開使用版中的第一波到第四波國中追蹤樣本資料，並使用傾向分數配對法（Propensity Score Matching）探討上述三個研究目的。研究結果發現：(1)控制其它相關因素之後，過去學習成就和家庭社經背景愈佳者，愈有可能就讀普通高中及綜合高中學術導向組；(2)在學生學習成就表現上，就讀綜合高中的學生並不比就讀一般高中或高職的學生來得好；(3)綜合高中分流政策和制度性分流一樣，都會產生教育階層化現象。最後，本研究說明本研究結果對綜合高中分流政策的意涵，及提出研究建議供後續研究之用。 / Since 1996, Taiwan government launched the policy of Comprehensive High School (CHS) to relax the traditional system of curriculum tracking at the level of the senior secondary education. A number of studies and on-site evaluation reports on CHS have been made. So far, these studies and reports focused on exploring the performance of comprehensive high schools and difficulties in implementation of the policy. No evaluation of the impacts of the CHS policy on student achievement has yet been done. The purpose of this study is to examine the effects of the CHS policy on students’ achievement in the upper secondary education in Taiwan. This study attempts to answer the following research questions: (1) What factors influence junior-high school graduates’ decision on attending general high schools, and the academic track in comprehensive high schools? (2) Do students enrolling in comprehensive high schools perform better academically than those enrolling in general or vocational high schools? (3) Do curriculum tracking in comprehensive high schools enhance or reduce inequality in educational achievement? Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of propensity score matching (PSM) to estimate the average treatment effect of CHS policy on student achievement. All results of PSM analysis indicate that (1) all else being equal, students with higher prior student achievement and better socio-economic backgrounds have more opportunities to enroll in an academic track, including senior high schools and the academic track in comprehensive high schools, than those with lower level of prior achievement or socio-economic backgrounds; (2) for those enrolled in comprehensive high schools, there is virtually no gain in student achievement from the CHS policy; and (3) tracking in comprehensive high schools produce inequality in educational achievement, which is similar to tracking between general and vocational high schools. Finally, the present study discusses the implications of the CHS policy and suggests directions for future research.

Au cours des dernières décennies, l'évolution du système éducatif québécois a été caractérisée par des logiques du marché. En accordant aux parents la liberté de choisir l’école pour leurs enfants et à l’établissement la possibilité de sélectionner ses élèves, les pouvoirs politiques ont ouvert la porte à la compétition intra et inter établissements (Kamanzi, 2018, 2019). Cette dynamique du marché accentue, entre autres, des inégalités scolaires et sociales où les élèves sont séparés selon leurs capacités et, de façon implicite, leur origine sociale (Desjardins, Lessard et Blais, 2011; Marcotte-Fournier, 2015; Marcotte-Fournier et al., 2016; Larose, 2016, Hurteau et Duclos, 2017). À partir des données de l’enquête Pisa 2015, nous étudions les effets des pratiques de marché sur la cohésion scolaire. Celle-ci est analysée à travers les sentiments d’appartenance, de confiance et de coopération chez les élèves du secondaire. Les analyses montrent que la stratification scolaire et la présence de compétition sont liées à la cohésion scolaire. D'une part, les élèves des écoles privées sont ceux qui maintiennent une forte cohésion dans leur environnement scolaire. D'autre part, plus il y a de concurrence au sein de l’établissement, plus le sentiment d'appartenance est élevé. À partir de ces constats, l’étude suggère quelques pistes d’interprétation pour mieux comprendre la nature de la compétition, mais aussi envisager les moyens d'établir une cohabitation saine entre la cohésion et les logiques du marché scolaire dans le contexte du système scolaire québécois. / Over the past few decades, market forces have characterized the evolution of Quebec’s education system. By giving parents the freedom to choose the school that their children attend and schools the opportunity to select their students, political leaders have opened the door to intra- and inter-school competition (Kamanzi, 2018, 2019). This results, among other things, in educational and social inequalities where students are separated according to their abilities and, implicitly, their social background (Desjardins, Lessard and Blais, 2011; Marcotte-Fournier, 2015; Marcotte-Fournier et al., 2016; Larose, 2016, Hurteau and Duclos, 2017). Using data from the Pisa 2015 survey, we study the effects of market practices on school cohesion. We analyze this phenomenon through the feelings of belonging, trust and cooperation among secondary school students. Our analyses show that school stratification and the presence of competition are linked to school cohesion. On the one hand, students in private schools are those who maintain a strong cohesion in their school environment. On the other hand, the more competition there is within the institution, the higher the sense of belonging. Based on these findings, the study suggests some possible interpretations to better understand the nature of competition, but also to consider ways to establish a healthy cohabitation between cohesion and the logic of school markets in the context of Quebec’s school system.