De overgang van het basis- naar het voortgezet onderwijs en de verdere schoolloopbaan

More than 10,000 students were followed from the final year of primary education (6th grade) until the fourth year (10th grade) of secondary education. The aim was threefold: to examine the correspondence between the teacher recommendations (track advice) and the actual track of students in secondary education, to investigate which background characteristics, cognitive, motivational, and social -emotional factors (measured in 6th grade) can predict whether students switch to a higher or lower track, and to investigate which background characteristics, cognitive, motivational and social-emotional variables (measured in 6th grade) could differentiate between a high risk group and other students. Secondary analyses were performed using the COOL5-18 data. The results showed that more than two-thirds of the students in 10th grade were in the track that was recommended by their teacher in the 6th grade. Switching to a lower track was more common than switching to a higher track. Various student characteristics played part in shifts to higher and lower tracks compared to the track recommendations. A regression tree analysis revealed that especially the cognitive variables (reading comprehension and math) were able to differentiate between the high-risk group and the other students.