Test- or judgement-based school track recommendations: Equal opportunities for students with different socio-economic backgrounds?

摘要

Background There are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' SES on these two types of track recommendations.