ArticleThe British journal of educational psychology2021
Test- or judgement-based school track recommendations: Equal opportunities for students with different socio-economic backgrounds?
Article in The British journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 22 citations in OpenAlex.
- Unlocking math potential in students from lower SES backgrounds - using instructional scaffolds to improve performance.NPJ science of learning · 2025Article
- Ability grouping in German secondary schools: The effect of non-academic track schools on the development of Math competencies.The British journal of educational psychology · 2025Article
- Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality.European journal of psychology of education = Journal europeen de psychologie de l'education · 2023Article
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
Abstract
backgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' SES on these two types of track recommendations.
aimsThe aim of this study was to examine the differences between test-based and judgement-based recommendations regarding the direct and indirect effect of students' SES at student level and school level. SAMPLE: The sample consisted of 8,639 grade 6 students from 105 Dutch primary schools.
methodsData were analysed using two-level multilevel mediation models.
resultsTrack recommendations were higher for high-SES students. This was mostly due to differences in students' prior performance. SES also had a small, direct effect on judgement-based, but not on test-based recommendations. The effects were partly situated at school level.
conclusionOverall, the results indicated that teachers based their track recommendations mostly on students' prior performance without being biased by students' SES.
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Registered trials
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