Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy

Gijs Custers*, Marjolijn Das, Godfried Engbersen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)
77 Downloads (Pure)

Abstract

Urban areas are facing increasing social inequalities, which governments try to tackle with social policy. This study examines one of the most ambitious urban policies in the history of Dutch policies that aims to increase educational attainment amongst disadvantaged children in one of the poorest areas in the Netherlands. We investigate to what extent inequality in educational attainment based on parental education has changed during the first period of this programme. We further examine to what extent school characteristics affect educational attainment and how these effects relate to targeting disadvantaged areas for policy intervention. Register data on the individual, school and area level were employed to study these issues. We find that the effect of parental education on secondary school attainment has been stable since the start of the programme, indicating that inequality has not decreased in the context of the programme. Furthermore, several school characteristics, including socioeconomic status and retention rate, were relevant in explaining differences in educational attainment. We discuss the implications of our findings regarding the allocation of public resources for policy programmes based on area and school characteristics.

Original languageEnglish
Pages (from-to)2852-2873
Number of pages22
JournalUrban Studies
Volume60
Issue number14
Early online date11 Apr 2023
DOIs
Publication statusPublished - Nov 2023

Bibliographical note

Publisher Copyright: © Urban Studies Journal Limited 2023.

Research programs

  • SAI 2005-04 MSS

Erasmus Sectorplan

  • Sectorplan Recht-Public and Private Interests

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