Be true to your school : school profiling and school sorting by socio-economic status
| dc.contributor.author | ZWIER, Dieuwke | |
| dc.date.accessioned | 2025-08-20T07:49:06Z | |
| dc.date.available | 2025-08-20T07:49:06Z | |
| dc.date.issued | 2025 | |
| dc.description | Published online: 12 August 2025 | |
| dc.description.abstract | Many national education systems have schools that adopt distinctive elements like alternative pedagogical concepts or specialty themes. This “school profiling” is suggested to drive school segregation by socio-economic status (SES). Since most existing research has focused on U.S. charter schools and lacks large-scale student-level data, the connection between profiling and SES-based school sorting remains unclear. This study addresses this gap by focusing on the case of the Netherlands, a country known for its high school autonomy and freedom of school choice. I use population-wide register data from over 110,000 students (aged 11–12), linked to novel data on school profiling. The findings reveal social stratification in access to schools with distinctive profiles, with higher-SES students having access to a more diverse pool of schools. Furthermore, conditional logit models show evidence of self-sorting by SES for some profiles: for instance, schools with progressive learning concepts are less popular among lower-SES students, while higher-SES students are comparatively less likely to choose labor market-themed schools. These SES disparities, however, are modest and not always in the expected direction. Overall, findings underscore the role of access disparities in shaping SES-based sorting, next to differential preferences for schooling. | |
| dc.description.sponsorship | This article was published Open Access with the support from the EUI Library through the CRUI - Elsevier Transformative Agreement (2023-2027) | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.citation | Social science research, 2025, Vol. 132, Art. 103239, OnlineOnly | |
| dc.identifier.doi | 10.1016/j.ssresearch.2025.103239 | |
| dc.identifier.issn | 0049-089X | |
| dc.identifier.issn | 1096-0317 | |
| dc.identifier.other | 103239 | |
| dc.identifier.uri | https://hdl.handle.net/1814/93087 | |
| dc.identifier.volume | 132 | |
| dc.language.iso | en | |
| dc.orcid.putcode | 1814/80790:190150655 | |
| dc.publisher | Elsevier | |
| dc.relation.ispartof | Social science research | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | School choice | |
| dc.subject | School identity | |
| dc.subject | Socio-economic status | |
| dc.subject | Educational differentiation | |
| dc.subject | Discrete choice models | |
| dc.title | Be true to your school : school profiling and school sorting by socio-economic status | |
| dc.type | Article | |
| dspace.entity.type | Publication | |
| person.identifier.orcid | 0000-0002-5898-5557 | |
| person.identifier.other | 56031 | |
| relation.isAuthorOfPublication | a718bd89-b5ab-4394-8106-32b75fc64911 | |
| relation.isAuthorOfPublication.latestForDiscovery | a718bd89-b5ab-4394-8106-32b75fc64911 |
