Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities were analyzed using hierarchical multilevel models. In the Jewish education, students obtained higher credentials in high-SES schools located in high-SES localities (congruent schools); whereas in the Israeli-Arab education, students obtained the highest credentials in high-SES schools located in low-SES localities (enclave schools). The findings are discussed in view of the exposure to “context vulnerability” and Israeli-Arab segregation.

该研究以生态学方法为基础，研究了学生在四种社会环境中所获得的入学证书的类型，这些环境由学校和所处城市的社会经济地位（SES）定义，同时在犹太人和阿拉伯人的教育之间进行了比较以色列的部门。使用分层多层次模型对来自66个大型城市地区的453所学校的23,726名12年级学生进行了分析。在犹太教育中，学生在高SES所在地的高SES学校（同等学校）中获得了较高的证书；而在以色列阿拉伯人的教育中，学生在位于低SES地区的高SES学校（飞地学校）中获得了最高的证书。鉴于存在“背景脆弱性”和以色列-阿拉伯隔离的情况，对调查结果进行了讨论。