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High School Entrance Exam and Choice Limitations School Segregation between Institutional Context Istanbul Case study, Esenler-Kadikoy and Inequality patterns Esenler-Kadikoy Case study, Istanbul School of Architecture, Urban Planning and Construction Engineering MSc in Architecture and Urban Design 053066 - Urban Sociology Prof. Cordini Marta Margherita Tutor Martina Atanasovska GROUP #11 Nicolò Chierichetti 942782 Tugce Nur Koyuncu 939938 Tugce Selin Turk 939575 Maria Stefanova Aleksandrova 958480 1 00. INTRODUCTION THE RESEARCH QUESTION AND DRIVERS FOR SEGREGATION Choice Limitations This research was carried out by four students has failed the test) because of the “bad” quality of of Politecnico di Milano, School of Architecture, education of the high schools in their region. Urban Planning, and Construction engineering within In the second scenario, the socio-economic the course of Urban Sociology of the MSc course situation of the neighborhood in which the family of Architecture and Urban Design. The aim is to live highly influence the choice of the school and the High School Entrance Exam and understand the LGS exam process, a standardized possibility of doing it, strictly in relation with the LGS nationwide high school access exam, which is called exam preparation and examination. the High School Transfer System, of Turkey, targeting middle school and high school parents who live/have For the discussion on the topic two case studies lived in Istanbul. have been selected as districts of the city of Istanbul - in particular Esenler and Kadikoy - because of and Inequality patterns | The aim of this study is to take this critical socio-economic factors which will be described as transition from middle school to high school we go through, and which are the main drivers of the phase, and to understand the priorities of families school segregation we are dealing with. and students in the selection stage and the criteria When we try to compare the two districts, we refer for school selection within the framework of the so- to the Life Quality index table in which we can see called “School segregation”. how Kadikoy (in the Anatolian side) is placed in a Due to the pandemic situation, despite the effort high position due to the average income, education to get a direct interview with schools’ members and quality and family life - on the other hand Esenler (in deans, the sources of data for the analysis are mainly the European side) is in the opposite situation, with grey literature and a questionnaire form, realized by the one of the lowest indexes. authors, used in the research and anonymously - with Also comparing specifically the quality and level School Segregation between Institutional Context an expected time of 5-6 minutes to be completed. In of education, we notice how Kadikoy and it’s high- order to achieve the purpose of the study, respondents ranking provides better school education compared should answer all the questions expected, proposed to Esenler situation, where the level of education interactively according to the previous given answers. is lower, and the quality of school consequentially. They are not supported by the government as in the Two main scenarios have been analyzed in terms first district and that’s why we have vocational high of research question: In the first scenario - in some schools, in order to directly get a job and have better neighborhoods, there is no General High School(or opportunities, still unequal though, to enter the work some other type of high school) located in this region, life. so in this case you have limitation of choice of certain In both scenarios the segregation in the high type of school in the neighborhood. school system is limiting the freedom of choice of You are forced to attend other types of school public high schools (high schools admitting without (for example Religious or Private), which leads to an passed exam). So we are trying to understand to what informal-stated problem, families moving their home extend socio-economic inequalities affect the school address to another neighborhood or moving their mobility thinking about residential segregation, as address just on paper - who have the opportunity to well as what is the connection between the quality of change their regions so that their children can go to life of different neighborhoods and the possibility of a good high school. People are moving their home choice of the high school education career - to better address to another neighborhood (after the student understand if LGS test really grants equality. 2 01. THE SCHOOL SYSTEM IN TURKEY THE INSTITUTIONAL FRAMEWORK AND POLICY DEVELOPMENT 1.1 Turkish Education System 1.3 Middle School Education Turkey is one of the countries that aimed at The second ‘4’ of the compulsory education system increasing student success with access to education, starts at 5th grade. Middle Schools are separated as Istanbul Case study, Esenler-Kadikoy in fact in the past decades, Turkey made innovations Middle Schools and Imam4 Hatip Middle School and to develop the education system; this part gives the difference between Middle Schools and Imam information about the education system, curriculum, Hatip Middle School5 is based on the curriculum. and exam system to enter the high schools in order The class of Arabic, The Life of Muhammad, and to understand the general background in which this the Quran are elective lessons in Middle Schools. paper wants to deal with. However, these classes are mandatory in Imam Hatip Ministry of National Education (also known as Middle Schools which has a deeper vocation toward MEB1) is responsible for directing all educational the religious subjects. At the end of middle school activities administered centrally and specified education, children mostly enter the High School education levels as pre-school, primary school, Entrance Exam (LGS) to enter a high school. middle school, and higher education. The Ministry transformed the eight-year compulsory education 1.4 High School Entrance Exam and School to the twelve-year in 20122, and this twelve-year Choice Process mandatory education includes a primary and middle school education with three phases. This three-phase The LGS is a high school nationalized entrance compulsory education system is called the 4+4+4 exam implemented by MEB, but which is not education system. Finished the 8th grade, students mandatory. In case of failure, students can choose a should take the high school entrance exam, commonly high school according to their middle school grade known as LGS3, to select their high school. The third but in this specific situation, the most important driver and final phase is the four-year high school. in the selection and choice is the living address. The exam consists of 90 questions on 55 minutes of 1.2 Primary School Education time and it is divided into two parts, which are the linguistic part and the numeric part; because of this, Primary School education is the first step of the the education from middle school is really important 4+4+4 compulsory education system. The purpose is for this exam. However, most of the parents think that to prepare pupils for 4 years, from the compulsory age the education level received from middle school is of six, by developing their interests and the basis of not enough for passing the exam6. the education to a great extent, there are differences in Ministry of National Education has a central the education received in public and private schools system for the students who will enter a high school depending on the economic level. Individual attention which is giving two opportunities, Local Placing, and in private schools is higher than in public ones. Central Placing. Central Placing is for the students 1 “Milli Egitim Bakanligi”, in English Ministry of National Education - from now on mentioned as MEB 2 F. Gun, G. A. Baskan, New education system in Turkey: (4+4+4): A critical outlook from Procedia - Social and Behavioral Sciences No 131, Elsevier, 2014, pp. 229-235 3 “Liseye Giris Sinavi”, in English High School Entrance Exam - from now on mentioned as LGS 4 In a general sense, the figure who leads Muslim worshipers in prayer. 5 It is an education institution. As the name suggests, they were founded in lieu of a vocational school to train government employed imams. 6 Data from the proposed survey cured by the authors within the Urban Sociology course at Politecnico di Milano 3 who have LGS points, and there are two paths that Linguistic Section10 and Equal Wight Section11 parents can follow as a result of this process. In case according to their main interests. of getting a good percentage in the exam results, they Vocational and Technical High Schools are aimed tend to choose the school according to their priority to directly prepare students to work life and they have with central placing, while the second solution is five different types of school addresses: Industrial when students don’t get a good percentage and so can Vocational High School, Medical Vocational High Choice Limitations choose schools without examination thanks to local School, Trade Vocational High School, Aviation placing, which in this study it is called ‘in case of Vocational High School, Maritime Vocational High failure’7. School, and Girl Vocational High School. These According to MEB, schools that can be chosen schools have a total of 69 different types of sections with the exam are: Science High Schools, Social that students can follow12. Science High Schools, Anatolian High Schools, and Imam Hatip High School implements programs some of the Imam Hatip High School, and Vocational that prepare students for both profession and High School Entrance Exam and and Technical High School8. In case of failure, local higher education.

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