Integrated vs. differentiated school systems and their impact on delinquency

Abstract

The Swiss school system is based on selectivity and classification. From a relatively young age, students are assigned to levels leading to different professional orientations, from apprenticeship to university. Using data from the Swiss ISRD-2 (Second International Self-Reported Delinquency Study), this study analyses the link between Swiss schools and delinquency, as measured by prevalence in the 12 months before filling out the questionnaire. Three dependent variables with large prevalence rates were considered: shoplifting, vandalism and a composite variable, all offences. The results were generated using two analytical methods, controlling for sociodemographic and individual characteristics and variables related to the family and the neighbourhood. The analyses reveal that being in the lowest track either in the school itself or in the school system is not related to increased risk of delinquency.