Неравенство в образовательных успехах и планах школьников: роль миграции, этничности и социального статуса
Today is still little known about regional inequality in education in Russia. In this article, we, on the one hand, analyze regional differences in educational resources in their association with regions’ socio-economic characteristics. On the other hand, we estimate relationship of regions’ socio-economic characteristics and educational resources with the proportion of students remaining in high school as well as with the average results of the Unified State Exam (end of high school test) in two compulsory subjects - Russian and math. We test theories of effectively maintained inequality and maximally maintained inequality with the use of data of Russia regions that we retrieve in open sources – publications of Rosstat, federal and regional education agencies. To estimate the relationship we use correlation and regression analysis. Our results show that more urbanized regions with higher level of human capital and GRP are usually characterized by the higher level of school expenditures, more experienced teachers, and higher chances for students to study at the advanced level. The same time, the level of urbanization and human capital is positively related to the proportion of students that choose academic trajectory after finishing secondary school. Finally, the results of the Unified State Exam are also positively associated with access to educational resources. In both subjects, the average test score is higher in the regions with higher proportion of students in lyceums/gymnasiums and in schools with advanced study of the subjects. In Russian, the exam results are also related to the proportion of students remaining in high school. In general, regional inequality in access to educational resources overlaps with socio-economic differences which produces a situation of double loss or double advantage. Bigger access to better educational resources in regions with higher human capital supports effectively maintained inequality theory. The same time the fact that less proportion of students choose academic trajectory after grade 9 in regions with less human capital could be an evidence of maximally maintained inequality. The article could be interesting to readers whose study relates to problems of education inequality and education policy.
The book deals with the problems of preservation and development of ethnic groups in the world today. Special attention is paid to ethnic identity in the context of globalization.
This book explores developments in the three major societies of the South Caucasus – Armenia, Azerbaijan and Georgia – focusing especially on religion, historical traditions, national consciousness, and political culture, and on how these factors interact. It outlines how, despite close geographical interlacement, common historical memories and inherited structures, the three countries have deep differences; and it discusses how development in all three nations has differed significantly from the countries’ declared commitments to democratic orientation and European norms and values. The book also considers how external factors and international relations continue to impact on the three countries.
In theory, a poverty line can be defined as the cost of a common (inter-personally comparable) utility level across a population. But how can one know if this holds in practice? For groups sharing common consumption needs but facing different prices, the theory of revealed preference can be used to derive testable implications of utility consistency knowing only the "poverty bundles" and their prices. Heterogeneity in needs calls for extra information. We argue that subjective welfare data offer a credible means of testing utility consistency across different needs groups. A case study of Russia's official poverty lines shows how revealed preference tests can be used in conjunction with qualitative information on needs heterogeneity. The results lead us to question the utility consistency of Russia's official poverty lines.