Education systems are highly variable worldwide. A general distinction is made between stratified school systems – where pupils are sorted into different tracks – and integrated school systems. Among the first are, for example, the education systems in Luxembourg and Germany, and among the latter, the education systems in the USA and Finland.
Stratified education systems in particular are suspected of consolidating social inequalities in terms of participation in education through early tracking, while social inequalities may even be compensated for in integrated school systems. But is this correct? Often, for example, it is ignored that even in stratified systems at the level of upper secondary education there are various “second chance” opportunities to catch up on educational qualifications, which is particularly used by low-privileged pupils. Against this background, theoretical reasons are discussed as to how education systems affect the development of educational inequalities and empirical findings are presented that allow a classification into the question of whether integrated education systems are actually superior to stratified ones.
Organised by LuxERA
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