Utilization of extended education offerings at all-day schools in the German-speaking part of Switzerland

Marianne Schüpbach, Benjamin von Allmen, Lukas Frei, Wim Nieuwenboom

Abstract


There is an expectation that all-day schools – schools that provide regular compulsory school instruction and in addition extended education offerings for voluntary participation – will reduce existing education inequality. This study focuses on whether utilization of extended education offerings varies in dependency on family background (migration background and socioeconomic status) or whether all-day schools are utilized equally by all students. In the framework of the research project EduCare-TaSe – All-Day Schools and School Success? this study examined utilization of extended education offerings in 1,099 students in Grade 1 at 53 all-day schools in the German-speaking part of Switzerland. The main finding is that the odds of utilizing extended education offerings are higher for students with a migration background and, further, that the odds of utilizing extended education offerings increase with higher socioeconomic status. Among children who utilize extended education offerings, intensity of utilization was higher for students with a migration background and for students with low socioeconomic status. But there are no indications that these two (risk) factors mutually influence each other with respect to intensity of utilization. For children at risk in the Swiss education system that have both migration background and low socioeconomic status only an additive effect can be detected.

Keywords


All-day schools; Educational inequality; Migration background; Socioeconomic status

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Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)