From quantitative to qualitative differences: Testing MMI and EMI in the Czech secondary school system in the first decade of the 21st century

• Published in: Research in social stratification and mobility 2016-12, Vol.46, p.157-171
• Main Authors: Katrňák, Tomáš, Simonová, Natalie, Fónadová, Laura
• Format: Article
• Language: English
• Subjects: Czech secondary school system; Education; Inequality; Social stratification; Unequal chances
• ISSN: 0276-5624; 1878-5654
• DOI: 10.1016/j.rssm.2016.08.009

•We analyze to what extent the social background influence the admission to variants of secondary education with SLC.•We describe the quantitative dimension of unequal chances by the theory of MMI and the qualitative one by the theory of EMI.•We ask whether the MMI explanation weaken to the benefit of the EMI explanation in Czech secondary education.•We found the quantitative (vertical) differentiation is weakening in favor of an increase of qualitative (horizontal) one.•So – with respect to the consequences of educational expansion in the Czech Republic we support EMI theory against MMI. This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzed the consequences of educational expansion on odds to achieve secondary education with a school-leaving certificate (SLC) by social origin. We utilize the theories of maximally maintained inequality – MMI (Raftery & Hout, 1993) and effectively maintained inequality – EMI (Lucas, 2001). We analyzed data from PISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical) differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, the odds of achieving a school-leaving certificate (SLC) are increasing for children from the lower social classes, but only in a less academic type of secondary education. According to EMI assumptions, this increase occurs because qualitative (horizontal) diversification of schools with a SLC has been rising. Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammar schools with a SLC).