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Improving Learning EnvironmentsSchool Discipline and Student Achievement in Comparative Perspective$
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Richard Arum and Melissa Velez

Print publication date: 2012

Print ISBN-13: 9780804778039

Published to Stanford Scholarship Online: June 2013

DOI: 10.11126/stanford/9780804778039.001.0001

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School Disciplinary Climate, Behavioral Problems, and Academic Achievement in the Netherlands

School Disciplinary Climate, Behavioral Problems, and Academic Achievement in the Netherlands

Chapter:
(p.196) CHAPTER SIX School Disciplinary Climate, Behavioral Problems, and Academic Achievement in the Netherlands
Source:
Improving Learning Environments
Author(s):

Herman G. van de Werfborst

Macbteld Bergstra

René Veenstra

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0007

This chapter shows that school disciplinary climates only modestly affect student performance in the Netherlands, independent of the effects of the composition of the student population, and suggests that the unique structure of the Dutch educational system explains the limited effects of school disciplinary climates on student performance. The educational system in the Netherlands is highly standardized; however, it leaves much room for school-level autonomy. There is a dramatic variation in disciplinary climate by school type. Schools that offer academic tracks have higher levels of school safety than those which offer both academic and prevocational tracks. In general, the Netherlands is known for demonstrating a high degree of cultural tolerance for adolescent and adult behavior that would be subject to sanctions and punishment in other societies.

Keywords:   Netherlands school discipline, Dutch educational system, school-level autonomy, cultural tolerance

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