H. Eren SUNA, Hande TANBERKAN, Bekir GÜR, Matjaz PERC, Mahmut ÖZER

Akademik Başarının Yordayıcıları: Sosyoekonomik Düzey ve Okul Türü

Bu çalışmada sosyoekonomik düzey ve okul türünün akademik başarı üzerindeki etkisi Türkiye’de 10 yıldan uzun bir zaman aralığında uygulanan üç ulusal geçiş sistemi ve iki milyon öğrenciye ait verilerle değerlendirildi. Her bir geçiş sisteminin değerlendirilmesi, kendi kapsamındaki ulusal sınava katılan öğrencilere ait verilerle gerçekleştirildi. Öğrencilerin sosyoekonomik düzeylerinin etkisini kontrol ederek devlet okulları ve özel okullarda eğitim alan öğrencilerin puan ortalamalarını karşılaştırmak için kovaryans analizi kullanıldı. Sosyoekonomik açıdan daha avantajlı okul türü olan özel okullardaki öğrencilerin her üç geçiş sisteminde de dil, matematik ve fen testlerinde diğer öğrencilerden anlamlı ölçüde daha yüksek performans gösterdiği bulgusuna ulaşıldı. Tüm öğrencilerin liselere yalnızca ulusal sınav sonuçlarına göre yerleştirildiği ulusal geçiş sisteminde bu farkın daha da arttığı gözlemlendi. Ayrıca, tüm öğrencilerin liselere sınav puanlarına göre yerleştirildiği geçiş sisteminde sosyoekonomik düzeyin öğrencilerin puanları üzerindeki olumsuz etkisinin de en yüksek düzeye ulaştığı belirlendi. Ulusal geçiş sistemlerinin her üçünde de sosyoekonomik düzeyin kontrol edilmesi durumunda özel okul öğrencilerinin puan ortalamalarının anlamlı ölçüde düştüğü gözlemlendi. Çalışma bulguları, öğrencilerin liseye geçişlerinde okul ayrıştırması uygulanmamasının ya da mümkün olduğunca ertelenmesinin daha yararlı olduğunu göstermekte ve ulusal okul ayrıştırma politikaları açısından önemli sonuçlar sağlamaktadır.

Socioeconomic Status and School Type as Predictors of Academic Achievement

We evaluated the effects of socioeconomic status and school type on academic achievement based on data from two million students over a 10 year period through three national transition systems in Turkey. Each of the three transition systems has its own national examination, and the data includes only students who took these exams. We used covariance analysis to compare the mean scores of public schools and private schools after controlling the effect of students’ socioeconomic levels. We found that students in private schools, who were socioeconomically stronger, had significantly higher academic achievement levels in language, mathematics, and science tests, and this finding was valid across all three transition systems. These effects were further exuberated when all the students were tracked by means of a national exam and placed into different high schools. It was found that the negative impact of one’s socioeconomic level on students’ scores reached its maximum value when all students were placed into high schools by means of a national exam. In all systems, the mean scores of private school students decreased significantly when the socioeconomic level was controlled. Our research has important implications for school tracking policies, specifically indicating that it would be better to omit or at least delay their deployment to post high-school education.

Keywords:

School tracking, socioeconomic status, academic achievement, school type, transition systems,

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