Osoitteenmukaisia oppimistuloksia? Kaupunkikoulujen eriytymisen vaikutus peruskoululaisten oppimistuloksiin Helsingissä

Translated title of the contribution: Street numbers as educational outcomes?: Segregation and school effects in comprehensive schools in Helsinki

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This article explores the possible existence of school
effects on educational outcomes and attitudes in the
Finnish context. These effects refer to an independent
contribution of a school’s socio-economic background,
and they have attracted growing scientific and social
interest due to their implications for equality of
opportunities.

The main concern in this article is
whether the choice of school appears to enhance or
diminish the probability of achieving good school
outcomes and positive attitudes towards learning
when family background is controlled for. The case
of Helsinki is of national and international interest
due to a combination of world-leading PISA results
and strong welfare and educational policies aimed at
enhancing equality, but constantly growing social and
spatial differentiation in the city and its neighbourhood
schools.

The analysis is based on educational data from the
Finnish National Board of Education and University
of Helsinki from 1999-2007, and on spatial data from
the Helsinki City Urban Facts and Statistics Finland,
aggregated to the level of school catchment areas.
The main dataset on education is on an individual
level, containing varied information on educational
outcomes and attitudes, assessments of peer group and
parental attitudes, as well as information on parental
educational level. The main research methods are
correlation analysis and multi-level modelling.

The results indicate that school effects appear
possible in Helsinki, although they have not been
previously observed in Finnish schools. Pupils tend to
have a higher level of attainment and express somewhat
more positive educational attitudes in schools
with a higher parental educational level and overall
attainment level, regardless of the pupils’ own family
background. A small effect can be observed through
all types of schools, but it is most pronounced in
secondary schools with the highest level of attainment.

The internationally typical assumption that the
strongest effects will be seen in the most deprived
schools and neighbourhoods does not seem to apply
in the case of Helsinki. However, in order to make
more accurate quantitative assessments of the effects
and their consequences to equality of opportunities,
it is necessary to explore the topic further with data
specifically collected for the purpose of studying
school and neighbourhood effects.
Translated title of the contributionStreet numbers as educational outcomes?: Segregation and school effects in comprehensive schools in Helsinki
Original languageFinnish
JournalYhteiskuntapolitiikka
Volume76
Issue number11
Pages (from-to)479-493
Number of pages14
ISSN1455-6901
Publication statusPublished - 2011
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 519 Social and economic geography

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