Shadow education in the context of early tracking: between-track differences in the Czech Republic

Figures & data

Figure 1. Structure of the Czech primary and secondary education system (simplified).

Note: typical age of students at the beginning of basic school: 6 years; 8-year gymnasium: 11 years; 6-year gymnasium: 13 years; upper-secondary schools: 15 years.Source: Kostelecký, Mikešová, and Bernard (2018, 97), adjusted by the author

Table 1. Student sample and population composition.

	Population	Sampled	Returned	Population %	Sampled %	Returned %
8-year gymnasium	8,971	308	282	10%	21%	22%
6-year gymnasium	2,395	140	129	3%	10%	10%
Basic school	77,458	1,007	869	87%	69%	68%
Total	88,824	1,455	1,280	100%	100%	100%

Source: Ministry … 2020, tables C1.13.1 and D1.2.6 for population, data on sample from field research

Figure 2. Shares of students who reported taking private tutoring in the corresponding grades.

Note: 5th grade responses are applicable to 8 yr MYG respondents only and indicate whether they took private tutoring to prepare for entrance examinations to MYG. However, no further information was gathered by the questionnaire on the nature and features of this tutoring.

Figure 3. Between-track differences in tutoring subjects and curricullum.

Note: Differences significant at p < 0.05 or lower are bolded.

Table 2. Logistic regression models predicting participation in private lessons or courses during ISCED 2 – a comparison of regular and academic track.

	Regular track (basic schools)					Academic track (multi-year gymnasia)
	B	S.E.	Wald	Sig.	Exp(B)	B	S.E.	Wald	Sig.	Exp(B)
City size (1–5)	.281	.054	26.882	.000	1.324	.145	.085	2.899	.089	1.156
Grade average (1–5)	.318	.126	6.404	.011	1.374	.820	.221	13.766	.000	2.271
Education aspirations (1–3)	.449	.152	8.782	.003	1.567	.049	.512	.009	.924	1.050
Gender (ref. to male)	.287	.155	3.437	.064	1.332	.566	.215	6.958	.008	1.762
Books at home (0–5)	.155	.063	5.984	.014	1.167	.082	.105	.620	.431	1.086
Parental education (1–3)	.458	.116	15.500	.000	1.581	.094	.221	.183	.669	1.099
Constant	−4.123	.644	41.053	.000	.016	−2.871	1.707	2.829	.093	.057
N (included in analysis)		800				394
Correctly predicted cases (%)		54				54
Nagelkerke R^2		0.14				0.09
Cox and Snell R^2		0.10				0.07

Kostelecký, T., R. Mikešová, and J. Bernard. 2018. “Střední školy v regionech Česka: Ovlivňuje periferní poloha nabídku škol, poptávku po nich a úspěšnost jejich studentů?” [Secondary schools in the regions of the Czech Republic: Does the peripheral location affect the supply of schools, demand for them and the success of their students?]. In Nic se tady neděje …, edited by J. Bernard, 92–122. Praha: SLON.

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