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International studies indicate that one of the biggest problems that educational policy in the majority of post-communities countries must confront is the very strong influence that social background has on the study results of students, their educational aspirations, and consequently even their chances of continuing in studies upon completion of secondary school. This paper addresses the causes behind the high degree of social selectivity in Czech basic and secondary school. The authors devote particular attention to the role of multi-year gymnasia, whose existence is often substantiated by the argument that there is a need to offer a special approach to the education of gifted children, regardless of their social background. This interpretation is countered by the viewpoint that actually the multi-year gymnasia merely bring about the early selection of students who are from families with higher levels of education and social status, and who – often owing to the direct influence of the parents – even at an early age aspire to attain a higher education. The results of the analyses of data from the PISA 2000 project appear to bear out the second interpretation and support the initial hypothesis that multi-year gymnasia are a very socially selective element in the Czech education system. The analyses genuinely confirm that multi-year gymnasia represent one of the main sources of variance between schools in tests of reading skills, and are so almost exclusively owing to their high social selectivity. At the same time, the analyses also confirmed that the educational aspirations of students at multi-year gymnasia are much higher than those of students at other schools, and that this is especially true for the group of students who obtained poorer results on the tests of reading skills. Consequently, by all 625 ** Práce na této stati byly umožněny grantem od Grantové agentury České republiky č. 403/03/340 na projekt „Ekonomické, sociální a kulturní zdroje vzdělanostních nerovností a determinanty životního úspěchu: první fáze longitudinálního výzkumu“. Výzkum nerovností v přístupu k vyššímu vzdělání byl dále podpořen grantem od Nadace CERGE-EI v rámci programu Světové banky: Global Development Network. ** Veškerou korespondenci zasílejte na adresu: Doc. PhDr. Petr Matějů, PhD. / PhDr. Jana Straková, Sociologický ústav AV ČR, Jilská 1, 110 00 Praha 1, e-mail: mateju@soc.cas.cz, resp. strakova@soc.cas.cz © Sociologický ústav AV ČR, Praha 2003 ZE SOCIOLOGICKÝCH VÝZKUMŮ

sociologický časopis

The Role of the Family and the School in the Reproduction of Educational Inequalities. A Sociological Look at the Role of Multi-year Gymnasia in the Context of the Results of the PISA 2000 Study