Understanding educational success of Moroccan students in the upper grades of the highest levels of secondary education in the Netherlands

Start date: 01 januari 2009

Liesbeth van Welie


short term/direct policy relevant


Research question: How can the success of Moroccan pupils in the highest levels of secondary education be explained, while they have to overcome the same barriers that have a strong correlation with low achievement or drop-out among their peers? Method: BRON datasets have been acquired on 16 year olds by ethnicity, zip code and track in secondary education. This makes it possible to analyse indicators for success close to the actual lived lives of individuals and connect outcomes to analyses on the system level. Detailed data provided by the municipality of Amsterdam on school and address history of 16-22 year olds for zip codes with high percentages of Moroccan pupils, enable in depth analyses of neighbourhood effects. Results: a correlation between ethnic concentration on zip code level and access to pre-university and senior general education can not be found, thus questioning policies on centralised school assignment. The average distance from residence to school is significantly lower for children with an immigrant background than for native Dutch. How this intensifies neighbourhood effects and affects school choice is currently investigated.

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