Methodology: Trajectories research is based on longitudinal panel data which is gathered from the same respondents at multiple points of time. Both quantitative surveys and qualitative interviews are used. Questionnaires for quantitative research gather data about socio-demographic characteristics of respondents’ families, educational resources, educational and professional status of respondents etc. Sub-program “Tracer Element” includes in-depth interviews with 1-2% of panel participants.
Empirical base of research: The project is realized since 2009 and includes one national and several regional panels which represent school and university students. The National panel is a longitudinal follow-up of participants of TIMSS 2011 test of 8-grade students in Russia. The sample is 5000 respondents and follow-up waves are conducted yearly. Regional panels represent 9th grade school students and senior university students in 2 Russian regions: Yaroslavl region and the Republic of Tatarstan. Additionally, over 200 in-depth interviews are gathered with panel participants.
Results of research:
Methodology of longitudinal research of youth and measures for preventing attrition are developed taking into consideration the transition of respondents from schools to universities.
Fieldworks are conducted and databases are prepared for the 4th wave of the National panel and 3d wave of school students in Yaroslavl region and the Republic of Tatarstan. Longitudinal in-depth interviews are conducted with respondents from the National panel and the Republic of Tatarstan panels.
Using data from the National panel, educational transition after the 9th grade is analyzed. In 2012 59% of pupils chose the academic track and continued their education in 10th grade upon completion of 9th grade, while others moved to vocational education. Girls are more likely to enter the academic track then boys. The probability of entering the academic track is considerably higher for students from more educated and wealthier families. Mechanisms of gender and socio-economic inequalities in the transition to 10th grade are discussed and policy recommendations aimed at reducing social inequality in education are made.
In-depth interviews are used for interpretative analysis of typical trajectories and analysis of cultural structures and mechanisms of educational choice.
Level of implementation, recommendations on implementation or outcomes of the implementation of the results
Methodology implementation results may be used for developing new longitudinal projects. Databases of 2015 and previous waves may be used for preparation of analytical materials and advising educational policy.