This paper explores school level determinants of curriculum narrowing in the senior phase of secondary education, under the Scottish Curriculum for Excellence (CfE). It presents findings from an analysis of longitudinal administrative education data (2011–2017), and Scottish Qualifications Authority (SQA) data on subject enrolments for Scottish Credit and Qualifications Framework National 5 level qualifications, undertaken by 14–15‐year‐old students in year 4 of secondary education (S4) in Scotland. The data are aggregated at the level of schools and linked with Scottish School Census data that provide information about school characteristics (in terms of their size, number of qualified teachers, socio‐economic composition, etc.) and school area characteristics. We used descriptive methods of statistical data analysis and multilevel regression modelling, in order to explore the variations between schools in: (a) number of subject choices; and (b) configuration of subject enrolment and to identify factors responsible for these variations. Our findings show that the senior phase curriculum is becoming narrower. There is trend since 2013, the year when new qualifications under CfE were introduced, for fewer subjects to be taken in school year S4 for level 5 National Qualifications. Yet, the size of this reduction has not been uniform, but has varied between schools of different characteristics, between areas with different level of deprivation and between local authorities across Scotland. The findings show that the SES composition of school intake has a strong association with the number and configuration of subject entries. A larger reduction in the number of subject entries for National 5 level qualifications took place in schools in more deprived areas, as well as in schools with a larger number of students from disadvantaged socio‐economic backgrounds, schools where the proportion of pupils with additional learning support needs was higher, and schools with poorer staff–student ratios. We also found that the number of subject entries was smaller in schools where the overall number of subjects offered for National 5 level qualifications was smaller. Furthermore, we found that schools in areas of higher deprivation and schools with larger numbers of pupils from disadvantaged backgrounds had smaller proportions of young people enrolled in Sciences and Modern Languages, and a larger proportion of pupils enrolled in Vocational subjects.

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学校重要吗？苏格兰卓越课程下初中科目选择决定因素的探索

本文探讨了苏格兰卓越课程（CfE）下中学阶段中学阶段课程缩窄的学校水平决定因素。它提供了对纵向行政管理教育数据（2011-2017）的分析结果，以及苏格兰学历资格认证局（SQA）的苏格兰学分和资格认证框架国家5级资格的科目招生数据的分析结果，这些数据是由14-15岁的苏格兰的中学四年级（S4）。数据是在学校级别汇总的，并与苏格兰学校人口普查数据相关联，该数据提供有关学校特征（就其规模，合格教师人数，社会经济构成等而言）和学区特征的信息。我们使用描述性的统计数据分析方法和多层回归建模方法，以探讨以下学校之间的差异：（a）学科选择的数量；（b）学科招生的配置，并找出造成这些变化的因素。我们的发现表明，高年级课程正在变得越来越狭窄。从2013年开始，CfE引入了新的资格证书，在S4的第5年级国家资格证书中，选修的科目将有所减少。但是，减少幅度的大小并不一致，但在不同特征的学校之间，贫困程度不同的地区之间以及苏格兰各地的地方当局之间有所不同。研究结果表明，学校录取的SES构成与科目条目的数量和配置密切相关。在贫困程度较高的学校以及社会经济背景不利的学生人数较多的学校中，获得国家5级证书的科目数量有所减少，在这些学校中，有额外学习机会的学生所占的比例支持需求更高，师生比例较差的学校。我们还发现，在提供国家5级资格证书的学科总数较少的学校中，学科条目的数量较少。此外，