J. Roeleveld

Choosing Segregation or Integration? The Extent and Effects of Ethnic Segregation in Dutch Cities

Across Europe, urban education systems are struggling with the process of integration of immigrants in schools. The process of inclusion and exclusion in European cities shows many similarities with earlier experiences in U.S. cities. This article explores the most important aspects of this new urban phenomenon and its impact on urban school systems. It clearly shows that ethnic segregation in elementary and secondary schools is widespread in Dutch cities. This ethnic segregation is caused by a combination of residential segregation and parental choice. The article also deals with recent Dutch studies on the effects of segregation. Finally, it treats the question of how schools and authorities, in a long-standing tradition of parental choice, are dealing with this segregation. Given the debate of choice in the United States, the Dutch case offers an ideal opportunity for empirically testing some assumptions in the discussion concerning the relationship between choice and segregation.

The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education

After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils.

Identification of twin pairs from large population-based samples

The basis of most twin studies is the ascertainment of twins, often through twin registries, and determination of zygosity. The current rate of twin births in many industrialized countries implies that in the near future around 3% or more of individuals will be a twin. Hence, there are and will be a lot of twins around and many of those will not participate in twin studies. However, if large population-based samples are available that include appropriate identifiers, then twins can be detected and twin studies performed, even in the absence of zygosity information. We quantified the number of twin pairs that could be detected from a longitudinal survey in the Netherlands, which aims to answer questions about educational strategies and performance in primary education in the Netherlands. We detected 2865 twin pairs if we used a coded name identifier, date of birth, school, grade and year of survey, which is 2.01% of 284,945 pupils in five cohorts. Relaxing our selection criteria increased the number of apparent twin pairs identified, most of which are false positives due to chance matching of identification criteria. We show that the intraclass correlation on measured phenotypes can be used as a quality control measure for twin identification, and quantify the proportion of false negatives (true twin pairs not identified) due to missing data and data coding errors. We compared our estimated rate of twins in the sample to census data and estimate that with our most stringent selection criteria we detect more than 80% of all twin pairs in the sample. We conclude that the identification of twin pairs from large population-based samples is feasible, rapid and accurate if the appropriate identifiers are available, and that twin pairs from such sources are a valuable resource for studies to answer scientific question about twins versus nontwins and about genetic and environmental factors of twin resemblance.

Coping with conflicting demands: student assessment in Dutch primary schools

n the Netherlands, as in many other developed countries, the educational authorities are trying to strengthen their control of educational productivity. They want schools to adopt student assessment schemes, based on norm-referenced tests. A questionnaire was submitted to primary school teachers and principals in order to obtain a description of current assessment practices and opinions. It appears that Dutch teachers and principals make only limited use of norm-referenced tests. They prefer curriculum-embedded tests, which provide much more support for teaching and learning processes. Respondents consider accountancy purposes to be of secondary importance. Several recommendations specifically directed at educational officials are given in order to facilitate the introduction of a standards-based accountability system.

Civic Competence of Dutch Children in Female Same-Sex Parent Families: A Comparison With Children of Opposite-Sex Parents

This study examined whether Dutch children reared in families headed by female same-sex parents differ in civic competence from Dutch children reared by opposite-sex parents. The participants, drawn from a national sample, included 32 children (11-13 years old) parented by female same-sex couples who were matched on demographic characteristics with 32 same-aged children parented by opposite-sex couples. The comparison revealed that children raised by female same-sex parents scored significantly higher on several civic competencies, specifically on attitudes concerning acting democratically, dealing with conflicts, and dealing with differences. These results suggest that growing up in a nontraditional family may be associated with a greater appreciation of diversity and the development of good citizenship.

The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education

Abstract This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.

The Effect of Social Status on Educational Attainment in Amsterdam: School Differences and Stability

ABSTRACT This paper is directed to the empirical assessment of differences between schools in the effects of a pupils social status on educational attainment in three successive cohorts. The underlying idea is the concept of ‘social selectivity in education’. The data are from the VOCAL-database and comprise all students who entered in general secondary education in Amsterdam (The Netherlands) in the years 1973,1974 and 1975. Their school careers were followed during at most eight years. It appeared that the effects of social status are very small, especially when other characteristics of the students are taken into account. Furthermore, differences in the effects of social status between schools were not found. The effects of social status were not affected by the instability of the attainment process. Social selectivity in education appeared to be absent, probably due to the favourable environmental system.