ABSTRACT

Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.

摘要

社会和学术隔离的加剧是市场驱动环境中促进学校之间竞争的学校选择政策的副作用。为了补充量化隔离的基础知识，本研究首先根据德国汉堡从小学到中学的学生过渡来定义学校市场（即地理环境）。第二，采用真正的隔离空间测量方法来产生差异化的现场见解。通常，社会隔离在学校市场，学校类型和个别学校之间显而易见，从而影响了中学的社会构成。整个城市的学生转移方式证实了父母正在为他们的孩子选择特殊的学校，导致不同的学校为学生的不同组成以及市场提供服务。此外，研究结果表明，富裕地区和贫困地区的学校市场在空间上都是孤立的，因此不断地复制财富和富裕以及贫困和弱势群体。