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Acknowledgements
We are grateful to the UNESCO Institute for Statistics for the provision of training on the analysis of large and complex educational data sets and for supporting the work of this volume. We would also like to support the Canadian Social Sciences and Humanities Research Council for its support of its research programme, Raising and Levelling the Bar in Children’s Cognitive, Behavioural and Health Outcomes. This programme provided a useful context for this work. We also wish to thank Lucia Tramonte and Stacey Wilson-Forsberg for their advice and research assistance. The work by Aleksandar Baucal and Dragica Pavlović-Babić on this paper was supported by UNESCO-CEPES and the project “Psychological issues in the context of social changes”, implemented by the Institute of Psychology, University of Belgrade, and financed by the Ministry of Science and Environment, No. 149018D (2006–2010).
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Original language: English
Aleksandar Baucal (Serbia)
Assistant Professor in Child Development at the University of Belgrade. He is author of four books (Information processing approach to cognitive development, Development of assessment and examination system in Serbia, Classroom based assessment for children development, and Nobody’s children: trafficking in children in Serbia and Montenegro), and numerous articles on child development and education. He is a consultant to several organizations, including Open Society Institute, World Bank, UNICEF. He founded the National Assessment and Examination institution in Serbia in 2003, and is the first Director to lead the design and implementation of Serbia’s first National Assessment. E-mail: abaucal@f.bg.ac.yu
Dragica Pavlovic-Babic (Serbia)
Data analyst and research associate at Institute of Psychology, University of Belgrade. She is National Project Manager for 2003 and 2006 PISA and is involved in several of the Institute’s projects in educational psychology. From 2003 to 2005 she was the team leader in the Assessment Department of the National Centre for Evaluation in Education, where she worked on creating tests and questionnaires for the Grade 3 National Assessment. E-mail: dpavlovi@f.bg.ac.yu
J. Douglas Willms (Canada)
Professor and Director of the Canadian Research Institute for Social Policy at the University of New Brunswick (UNB). He holds the Canada Research Chair in Human Development at UNB and is a Fellow of the Royal Society of Canada, the International Academy of Education, and the Canadian Institute for Advanced Research. Dr. Willms has published several books, monographs, and research articles pertaining to youth literacy, children's health, the accountability of schooling systems, and the assessment of national reforms. Willms and his colleagues designed Tell Them From Me, and evaluation system for the continuous monitoring of student engagement and school climate. E-mail Willms@unb.ca
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Baucal, A., Pavlovic-Babic, D. & Willms, J.D. Differential Selection into Secondary Schools in Serbia. Prospects 36, 539–546 (2006). https://doi.org/10.1007/s11125-006-9011-9
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DOI: https://doi.org/10.1007/s11125-006-9011-9