Suchergebnisse

The Sociological Data Archive (SDA) was founded in 1998, & it is the only institution that systematically provides access to data files from quantitative sociological surveys. The main access to the data library is provided on the Internet. The SDA also pays great attention to promoting secondary analysis & the employment of existing data sources & cooperates in organizing large research projects, especially the Czech participation in the ISSP. The SDA is a member of the CESSDA (Council of European Social Science Data Archives). This also means that the Archive can mediate access to materials stored in other social science data archives in Europe. The full inclusion of the SDA's services into an international network is connected to the adoption of international standards (DDI, XML technology), which is planned for the future. In recent years two qualitative data archives have also been established, the Czech Archive of Qualitative Data & Documents & the Digital Archive of Soft Data MEDARD. The Czech Statistical Office provides data services in the field of official statistics.

The results of students at different basic and secondary schools vary largely in the Czech Republic compared to other countries, and there is a strong connection between the results of students and family background. The Czech education system is also highly stratified, and student tracking begins at a young age. In this respect the most controversial element in the system are the multi-year gymnasia, the existence of which is nonetheless strongly supported by the public. This support is based on the conviction that multi-year gymnasia provide the most talented students with a good education, enable more rapid cognitive development for these students, and thus help cultivate Czech elites. This article sets out to verify whether multi-year gymnasia genuinely fulfi l the function associated with them. Hypotheses about the role of multi-year gymnasia are tested using data from the OECD PISA 2000 and OECD PISA 2006 surveys, the PISA-L longitudinal survey, and Higher Education Studies 2004 survey. The main analytic methods used are multi-level modelling and logistic regression.