ABSTRACT

This paper evaluates a Hungarian gifted education programme aimed at providing equal opportunities for students with social and economic disadvantages. In the context of a retrospective study, the differences in academic success and learning pathways were examined in a cohort comprising a group that participated in the programme and a group that did not. The analysis used the data of grade 6 and grade 10 students in the Hungarian National Competence Assessment. The analysis found that the scholastic achievement of the students participating in the programme was higher than that of the control group. By grade 6, participants presented higher scholastic achievement, better results in the competence tests and better school grades, and the difference between the two groups increased again by grade 10. The programme contributed to compensating for the participants’ educational inequalities and promoted their integrational social mobility. However, it was found that inclusion in the programme was greatly influenced by teachers’ perception, which was not always consistent with the aptitude of students.

摘要

本文评估了匈牙利的资优教育计划，该计划旨在为社会和经济上处于不利地位的学生提供平等的机会。在一项回顾性研究的背景下，我们在由参加该项目的小组和未参加该项目的小组组成的队列中检查了学业成功和学习途径的差异。该分析使用了匈牙利国家能力评估中 6 年级和 10 年级学生的数据。分析发现，参与该计划的学生的学业成绩高于对照组。到了六年级，参与者表现出了更高的学业成绩、更好的能力测试成绩和更好的学校成绩，到了十年级，两组之间的差异再次扩大。该计划有助于补偿参与者的教育不平等并促进他们的一体化社会流动性。然而，我们发现，课程的纳入很大程度上受到教师看法的影响，而教师的看法并不总是与学生的能力相一致。