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Abstract
This article aims to assess whether differences in teacher characteristics vary with differences in socioeconomic compositions of schools. We conducted correlation analyses on administrative data from the French-speaking education system in Belgium. This database regroups more than 20,000 teachers in 1,630 elementary schools. We selected indicators to measure the link between schools’ socioeconomic composition and a set of dimensions of teachers’ profile such as experience, job security, and stability. The results confirm that some of these dimensions are linked to the school composition. The findings highlight the relevance of considering segmentation of the school market when studying the topic.
ACKNOWLEDGMENTS
The author wishes to express gratitude to Jean Taymans for valuable implication in the construction of indicators. The author also wishes to thank Andrew Crosby, Alain Dufays, Anthony Garcy, Alejandra Alarcon Henrique, Marie Graux, Dirk Jacobs, Rob Kaelen, Sandrine Lothaire, and Stephan Massy for helpful comments and assistance.
Notes
1The database is dynamic and can always be corrected for material errors. However, we chose an academic year for which all the corrections should have been included. Indicating the specific year we extracted data for can, hence, enable replication.
Additional information
Notes on contributors
Julien Danhier
After successfully completing a M.A. in Sociology and a M.A. in philosophy at the Université libre de Bruxelles, Julien Danhier obtained an advanced master’s degree in ‘Quantitative analysis in social sciences’ at the Katholiek Universiteit Brussel. Then, he worked for 4 years as a statistician and a database manager at the French-speaking community of Belgium. From 2012 to 2016, he made a dissertation entitled “Little Matthew has also chosen the wrong school: Secondary analyses of compositional effect in a segregated educational system” at the Group for research on Ethnic Relation, Migration and Equality. Currently, he works on the ERC project “Equal Opportunities in educational systems with high levels of social and ethnic segregation” (ERC Grant Agreement 28360).