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Higher Education

, Volume 63, Issue 2, pp 219–235 | Cite as

Alternative models of entrance exams and access to higher education: the case of the Czech Republic

  • Tomáš KonečnýEmail author
  • Josef Basl
  • Jan Mysliveček
  • Natalie Simonová
Article

Abstract

The study compares the potential effects of a university admission exam model based on program-specific knowledge and an alternative model relying on general study aptitude (GSA) in the context of a strongly stratified educational system with considerable excess of demand over supply of university education. Using results of the Sonda Maturant 1998 survey, we show that in the specific context of the Czech Republic, displaying the above characteristics in the given period, an admission exam model based on general study aptitude tests may improve the access of talented individuals with lower socioeconomic status to university education. Our simulations show that with the GSA model (provided the model assumptions are met), the relative chances of an applicant with a university-educated father would be only by one-fourth higher than the relative chances of a student with a less educated father, as compared to the more than a one-third difference in case of the model emphasizing program-specific knowledge. The odds ratio for the GSA model is by 28% points lower for mother’s education.

Keywords

Higher education Admission exams Educational equity 

Notes

Acknowledgments

The work of T. Konečný and J. Basl was supported from the grant GA ČR 403/08/0109.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Tomáš Konečný
    • 1
    Email author
  • Josef Basl
    • 2
  • Jan Mysliveček
    • 1
  • Natalie Simonová
    • 3
  1. 1.CERGE-EIPragueCzech Republic
  2. 2.Institute for Education and InformationPragueCzech Republic
  3. 3.Institute of Sociology of the Academy of Sciences of the CRPragueCzech Republic

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