Determinants of Civic versus Economic Outcomes of Dutch Secondary Education

This project was co-financed by ODISSEI in the 2019 MAG call for proposals.
Researcher: Hester Ina Mennes, University of Amsterdam

Education fulfils a vital role in preparing generations for the future. This involves an economic and a civic task: to provide youngsters labour market qualification, and to prepare them for participation in society and democracy. Determinants of school effectiveness for fulfilment of the economic task have been extensively studied, and this is also increasingly the case for schools’ civic task. Only scarcely, however, have determinants been examined for both economic and civic performance within one school. This is relevant, because trends in society signal an increasing overlap between civic and economic capabilities. Furthermore, within schools, civic and economic learning outcomes are likely to interact, too.

The aim of this project is to contribute to the understanding of the relation between economic and civic performance within schools, and examine what factors determine this relation. The researcher will examine three types of factors: the role of school policies, the role of school resources, and school types. In order to be able to say something about the actual contribution of schools or policies, it is vital to control for school populations’ backgrounds. Therefore, school composition in terms of parental background will be considered.

In this project, CBS microdata will be combined with datasets from the 2016 Dutch wave of the International Citizenship Education Study (ICCS), the Dutch study ‘Understanding the Effects of Schools on Students’ Citizenship’ (ESC, 2016), the Dutch Inspectorate of Education.

Image: Geralt for Pixabay