School Segregation Between Institutional Context and Inequality Patterns | High School Entrance Exam and Choice Limitations 2 Address a Goodhigh School

Maria Stefanova Aleksandrova Maria TugceSelin Turk Tugce Nur Koyuncu Nicolò Chierichetti GROUP #11 TutorMartina Atanasovska Prof. Cordini MartaMargherita 053066 -UrbanSociology MSc in Architecture andUrbanDesign and ConstructionEngineering School of Architecture, UrbanPlanning Esenler-Kadikoy Casestudy, Istanbul and Inequalitypatterns School SegregationbetweenInstitutionalContext High SchoolEntranceExamand 939575

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Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 2 address a goodhigh school. change their regions sothattheir children can goto address just on paper - whohave the opportunity to address toanotherneighborhood ormovingtheir informal-stated problem, families moving theirhome (for exampleReligiousorPrivate),whichleadsto an type ofschoolintheneighborhood. so inthiscaseyouhavelimitation of choice of certain some othertypeofhighschool)located in thisregion, neighborhoods, thereisnoGeneralHighSchool(or some in - scenario first the In question: research of interactively according to the previous given answers. should answerallthequestionsexpected, proposed order toachieve thepurposeofstudy, respondents an expected time of 5-6minutestobecompleted. In authors, usedintheresearchandanonymously-with grey literature andaquestionnaire form, realized by the deans, thesourcesofdataforanalysisaremainly to get a direct interview with schools’ members and called “Schoolsegregation”. for schoolselectionwithintheframeworkofso- and students in the selection stage and the criteria phase transition from middle school tohigh lived inIstanbul. middle schoolandhighparentswholive/have the nationwide highschoolaccessexam,whichiscalled understand the of Architecture and UrbanDesign. The aim is to the courseofUrbanSociologyMSc Urban Planning, and Construction engineering within of Politecnico di Milano,Schoolof Architecture, You are forced toattendother types Two mainscenarioshavebeenanalyzed in terms effort the despite situation, pandemic the to Due The aimofthisstudyistotake This research was carried out by four students High SchoolTransfer System , and to understand the priorities of families to another neighborhood (after the student THE RESEARCHQUESTION AND DRIVERSFORSEGREGATION LGS examprocess People are moving their home , of Turkey, targeting 00. INTRODUCTION , astandardized ofschool critical school segregationwearedealingwith. we go through, and which are the main drivers of the socio-economic factors - inparticular have beenselected as districts of thecity of Istanbul exam preparation andexamination possibility of doing it, strictly in relation with the the and school the of choice the influence highly live situation of the neighborhood in which the family education ofthehighschoolsintheirregion. has failed the test) because of the “bad” quality of understand choice of the highschooleducationcareer life of different neighborhoods and the possibility of well as w mobility thinking about residential segregation extend socio-economic inequalities affect the school passed exam). public high schools(highadmitting without school system is limiting the freedom of choice of life. opportunities, still unequal though,toenter the work schools, inordertodirectly get ajobandhavebetter high vocational have we why that’s and district first They are not supported by the government as in the is lower, andthequalityofschoolconsequentially. to Esenler situation, where the level of education ranking provides better school education compared of education, we notice how Kadikoy and it’s high- one ofthelowestindexes. the Europeanside)isinoppositesituation,with quality and family life - onthe other hand Esenler (in high position due to the average income, education how Kadikoy(inthe Anatolian side)isplaced in a to the For the discussion onthe topic two case studies In thesecondscenario,socio-economic In bothscenariosthe level and quality the specifically comparing Also When wetrytocomparethetwodistricts,refer Life Quality index table hat istheconnectionbetween thequality of if LGStest really grants equality So wearetryingtounderstandwhat Esenler andKadikoy

whichwillbedescribedas segregation inwhichwecansee . -becauseof inthehigh -tobetter . LGS , as 6 5 4 3 “ 2014, pp. 229-235 2 1 “ in privateschoolsishigherthanpublicones. depending ontheeconomic level.Individualattention the education received in publicandprivate schools the education to a great extent, there are differences in of six,bydevelopingtheirinterestsandthebasis of to prepare pupils for4years,fromthecompulsory age 4+4+4 compulsoryeducation system. The purposeis and finalphaseisthefour-year highschool. known asLGS should takethehighschoolentrance exam, commonly education system. Finishedthe8thgrade,students compulsory education system iscalled the 4+4+4 school education with threephases. This three-phase mandatory educationincludesaprimaryandmiddle to thetwelve-yearin2012 transformed the eight-year compulsoryeducation specified middle school, and higher education. The Ministry and centrally education levels as pre-school, primary school, administered activities MEB paper wantstodealwith. to understand the general background in which this and examsystemtoenterthehighschoolsinorder information about theeducation system, curriculum, to develop the education system; this part gives in fact in the past decades, Turkey made innovations increasing studentsuccesswithaccesstoeducation, Primary School education is the first step of the step first the is education School Primary 1.2 PrimarySchoolEducation Ministry of National Education (also known as Turkey isoneofthecountriesthataimed at 1.1 Turkish EducationSystem 1 ) is responsible for directing all educational Data from cured by proposed the authors the survey within Urban the course at Politecnico Sociology di Milano It is an education institution. As name the suggests, were they founded inlieuof avocational school to train government employed imams. In ageneral figure the sense, who leads Muslim worshipers in prayer. F. Gun, G.A.Baskan, New education system in Turkey: outlook and (4+4+4):Acritical from No Behavioral Sciences Procedia -Social 131, Elsevier, Liseye Giris Sinavi Giris Liseye Bakanligi Egitim Milli THE INSTITUTIONAL FRAMEWORK 3 , toselect their highschool. The third ”, inEnglish High Entrance School Exam -from now on mentioned as LGS 01. THE SCHOOL SYSTEMIN TURKEY ”, of inEnglish National Ministry Education -from now on mentioned as MEB 2 , andthistwelve-year Entrance Exam(LGS)toenterahighschool. education, children mostlyentertheHighSchool the religious subjects. At the end ofmiddle school Middle Schoolswhichhasadeeper vocation toward However, these classes are mandatory in Imam Hatip the Quran are elective lessons in Middle Schools. The class of Arabic, The Life of Muhammad, and andImam Hatip MiddleSchool Schools Middle between difference the Middle SchoolsandImam starts at 5th grade. Middle Schoolsare separated as Central Placing which isgivingtwoopportunities, system for thestudents who will enter a high school not enoughforpassingtheexam the education levelreceivedfrommiddleschoolis for thisexam. However, most of the parents think that the education frommiddle school isreally important linguistic part andthenumeric part; because of this, time anditisdividedintotwoparts,whicharethe exam consistsof90questionson55minutes of in the selection and choice is the living address. The but in this specific situation, the most important driver high schoolaccordingtotheirmiddlegrade mandatory. Incase of failure, students can choose a exam implemented by MEB, but which is not Choice Process The second ‘4’ ofthe compulsory education system 1.3 MiddleSchoolEducation Ministry of National Education has a central The LGS isahighschoolnationalized entrance 1.4 HighSchoolEntranceExamand AND POLICY DEVELOPMENT . Central Placing isforthestudents 5 isbasedonthecurriculum. 4 HatipMiddleSchooland 6

. Local Placing , and 3

Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 4 16 15 14 13 12 11 10 9 makaleleri/meslek-lisesi-nedir-496 8 7 into threemacro-areas which areNumeric Section four-year education path, andstudentcanbedivided University EntranceExam. than Anatolian High Schools(with examination) on Social Science High Schools are more successful succeed in literature and social science. Science and purpose ontheother hand istoraisestudents for mathandscience. higher educationwhohaveanevidentpredilection learning institutions(i.e.Universitycurriculum) or privateschoolandpreparestudentsforhigher schools that need examination can be either a public ‘4+4+4’ forthestudentsfromage14 to18.High Vocational andTechnical HighSchool without examination, Imam HatipHighSchool and system, studentscanenter key-elements for the selection process. With this graduation score, andabsence from the school as placing considers students’ address,middle school and Technical High School some oftheImamHatipHighSchool,andVocational Science High Schools, Anatolian HighSchools,and with theexamare: failure’ placing choose schools without examination thanks to when studentsdon’t get a goodpercentage and socan with tend tochoosetheschoolaccordingtheirpriority of gettingagoodpercentage in theexamresults,they parents can follow asaresult of thisprocess.Incase who have LGS points, and there are two paths that “ “ According to MEB,schoolsthat can be chosen Anatolian HighSchools Science High Schools Last phaseofthecompulsoryeducation system 1.5 ClassificationofHighSchoolEducation central placing 7 National Education Statistics, Formal Education 2019/2020by MEB “Anatolian Imam Hatip school” high on Turkçebilgi - WightEqual students Section: have an education with weight equal on numeric and linguistic lessons. studentsLinguistic Section; have an intense education on literature and history. ibidem Numeric students Section; have an intense education on math, geometry, physics and biology. U. Arslan, Meslek Nedir Lisesi (translated: “ The LGS exam is measured percentile.the on , whichinthisstudyitiscalled ‘in caseof . Preacher Imam , note 7 ”: In ageneral figure the sense, who leads Muslim worshipers in prayer. ”: person who reads”: person who sermon mosque the inthe before Friday the prayer on Fridays. , whilethesecondsolutionis Science HighSchools,Social - last-accessed: January -last-accessed: 3rd, 2021 Social ScienceHighSchools 8 prepares students for . withexamination is a Anatolian High Schools In case of failure What aVocational is High School . www.turkcebilgi.com/anadolu_imam_hatip_lisesi - , local local 9 ’ , Anatolian HighSchoolcurriculum from themerging ofImam Hatip High Schooland Imam Hatip School is atypeofschoolthat emerging including other high schools’ curriculum. Anatolian Hatip High Schools’ curriculum has Islamic classes, preacher for performingreligious services suchas higher education. They train students responsible that preparestudentsforbothprofessionand that studentscanfollow sections of types different 69 of total a have schools School, andGirlVocational HighSchool Vocational High School,MaritimeVocational High School, Trade Vocational High School, Aviation Vocational High School,Medical Vocational High addresses: ofschool types different five to directly prepare students to work life and they have according totheirmaininterests. Linguistic Section School is92 Science High Schoolsis316,andSocialScience The numberof Anatolian HighSchoolis2.846, High Schoolsand1.651ImamHatipSchools. schools, including 4.470 Vocational and Technical Formal Education 2019/2020, Turkey has 13.046 high ”) from okul.com.tr, January 2020- 17th, Imam Hatip High School Vocational andTechnical High Schools According toMEB’s NationalEducation Statistics, LGS NATIONWIDE STANDARDIZED TEST Primary + Elementary education school +Elementary Primary Vocational and Technical High school 14 , andteachingtheQurancourse.Imam Social Science High School 16 Imam Hatip High school . Anatolian High school Science High School High school 10 University andEqual Wight Section last-accessed: Januarylast-accessed: 2nd, 2021 12 . implements programs https://okul.com.tr/aileler-icin/ 15 . areaimed Industrial . These imam 13 11 ,

17 0,911. districts: Besiktas isobservedasinthefirstrankwith over 100 indicators for life quality of Istanbul’s Econometrics andStatisticsEditionNo23,2015,pp.1-15 Source: Fig. 2a are determinedasthe status financial and activities, sports and recreation business, community, spirituality and religion, family life,nationalgovernment,friendship,housing, opportunities. development personal from benefit can they how and requests, howoftenthey can join social activities, according to howoftentheycanappreciate individual and Johnson associated lifequalitywithsatisfaction. in anindividual’s life. as participation in social contacts and social activities individual internal factors andexternal factors such discussed life quality as aconcept that encompasses of theconceptlifequality. PRELIMINARY RESULTS FOR THE ESENLER AND KADIKOY NEIGHBOURHOODS

When looking at index results that are evaluated According to their researches: health, marriage, In theliterature, there areseveraldescriptions 2.1 QualityofLife -IstanbulQualityofLifeIndex, M.Seker, QualityofLifeindex: A casestudyofIstanbul, Kadikoy Esenler Municipality,Esenler 2013-2014Faaliyet Raporları Kadikoy Municipality, 2013-2014Faaliyet Raporları (1978)tried to explain the life quality , Bakirkoy, andSisliarefollowing 02. GEOGRAPHIESINSEGREGATION indicators oflifequality Dalkey and Havighurst Rourke (1973), (1963) . Shin ones; the first one due to a situation with an income an with situation a to due one first the ones; as casestudies,in particular the Esenler and Kadikoy neighbourhoods different two example an as take to affecting theeducationlevelofthatsettlement. settlement are amongthemostimportant factors Intense immigration andtheagestructureofa characteristics. different show districts the in offered from eachother, andtheeducational opportunities different are characteristics economic and population of whichlifequalityistheleast. following Arnavutkoy, andtheyareamongdistricts -0,620. Sultanbeyli, Sile, Sultangazi, and the districtis Arnavutkoy, withitsindexvalueof Besiktas. Inthelastrankinlifequalityindex, system (ADNKS)announced by TUIK. census, andaddress-based population registration in the study were obtained from the general population were used. The data pertaining tothe population used districts, the population-schoolgraph. two districts’ socioeconomic development level and pass, makeacomparative evaluation by lookingatthe preference period that will occur in case of failure to in the transition tohighschool,theLGS,restrictive economic terms. This studyaimstoexamine the exam is that they are quite different from each other in socio- most important reason for choosing these two districts the researchareatoshrinkthislarge datapool. The Kadikoy districtonthe Anatolian side isselected as of Esenler andKadikoy second intheranking. and social dynamicsandaquality of lifeindexhigher, spatial different the of because district second working class - with a low quality of life index, the lower than average and mainly constituted by the Due to these main differences, this study decided study this differences, main these to Due The educationlevelsofthesedistricts,whose In ordertorevealtheeducational status ofthese 2.2 Schoolchoice Segregation inIstanbul,cases Esenler ontheEuropeansideofIstanbuland TUIK National Education Statistics

Esenler data are 17 5

Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 6 19 18 Hatip HighSchooldue tolack of Anatolian High Vocational and Technical High Schools,and Imam taken. This situation makes it necessary to ‘ from demographic structure of Esenler, asitcanbenoticed to consider the socio-cultural background and a non-themeschool indicator of failureintheexamterms without examination, which is the most important provides an advantageintermsofthe Anatolian HighSchool Kadikoy districts, both in offered service Kadikoy is20.137. can beseen,intheeducation As the While scarcity of the youth population, this number in significant. more is number ofstudentsinEsenleris37.470,duetothe districts two the two ImamHatipHighSchools. 10 Vocational and Technical Anatolian High Schools, and Schools withoutexaminationinthedistrict.There are also exam, there are 23privateschoolsand10 Anatolian High them are Anatolian High Schools. In case of failure in the of five Schools, High Hatip Imam are schools high these percentile that accept students byexam.While six of There are 11 Anatolian High Schoolswith a good between 15-19yearsold:20.137 There are www.kadikoy.bel.tr -last-accessed:December29th,2020 Source: Fig. 2b

To understand this segregation, it is needed between students of number the in difference The 2.3 Comparison -TUIK,Kadikoy, LevelofEducation,2020 Fig. 2c Kadikoy Municipality, 2013-2014FaaliyetRaporları,http:// ibidem Fig. 2c 56 highschools -Graph 1.3.TUIK,Esenler, of Level Education,2020 , highschooleducation is generally not . KADIKOY inKadikoy. Population number choosing prefer ’ to beselected by anexamintheneighborhood. Incase There isno Anatolian HighSchoolwithagoodpercentage the agesof15-19:37.470 There are primary, middle, and highschooleducation levels phase. 77.64%ofthe families in Esenler have high school was working-class or their education level was upto observed that the demographic structure of thefamily was it choice, first the as chosen were Schools High Hatip High Schoolsand Technical and Vocational School withoutexamination. In caseswhereImam follows withPrivate Schools then Anatolian High variable. According to the middle class, this selection of notpassingthe exam, thispreference becomes High School first in case of passing the exam. In case majority of middle and working-classchose Anatolian selection stage? Schools withoutexamination. Hatip HighSchoolsinthedistrict. Imam five and Schools High Technical five and Vocational, examination, without Schools High Anatolian four of failure in theexam,there are fourprivate schools, 2020 http://www.esenler.bel.tr -last-accessed:December29th, Source: Fig. 2c There are invisible restrictions during theselection As canbeunderstoodfromthesurvey, whilethe for thislimitation in the So whatarethereasons -TUIK,Esenler, LevelofEducation,2020 EsenlerMunicipality, 2013-2014FaaliyetRaporları, 18 highschools 18 . ESENLER inEsenler. Population between 19 . goce-zorluyor-1941828 20 not passtheexam,majorityoffamilies living in their childrencangotoagoodhighschooliftheydo have theopportunitytochangetheirregionssothat is muchhigherthantheschools. While those who arises aquotaproblemsincethenumberofstudents can beselected incaseofnotpassingtheexam than averageeconomicincome. working-class people, low quality of life, and lower High School, because of reasonssuchashaving more High SchoolsandthisiscontinuedbyImamHatip The schools are mostly Vocational and Technical Doctor Dentist Data Entry Staff Computer Techinician servant Civil Chef Cashier Banker ATT Anesthesiologist Accountant Occupancy Worker University Academician Tv Trainer Teacher Self- employment Retired Operator Officer Nurse Naval Architect&Ocean Engineer Molecular Genetics Machinical Engineer Laboratory Technician Human Resources Housewife Health Technician Head Nurse Handicrafts Financial Engineer Grand Total over 135 participants

Due tothelackof Anatolian HighSchoolsthat Turkish Newspaper, HaberTurk, Address-based inLGS school launches high migration Middle School Parent's 1st choice Anatolian High School High Anatolian 12 17 11 17 79 1 1 2 3 2 1 1 1 1 1 1 1 1 1 2 2 within theUrban SociologycourseatPolitecnico diMilano Source: (Middle schoolandHighSchool pupils’ parents) Fig. 2d transition frommiddleschooltohighphase, it isstrikingthattheiroptionsaremorethanEsenler. class, andabovelivinghere.Ifchildren fail theexam, be interpreted as the high quality of life, the middle schools intheregion.Someofreasonsforthiscan there are many private schools after Anatolian high life options orthechildren do notcontinue their school Esenler are forced to choosebetween these limited Having in mind the aim to consider this critical When lookingat Kadikoy, itisobservedthat 20 -Rankthepotentialhighschools bypriority-firstchoice Extracteddatafrom theproposed surveycured bythe authors .

https://www.haberturk.com/adrese-dayali-lise-sistemi-aileleri- High School Parent's 1st choice 1st Parent's School High Anatolian High School High Anatolian 42 13 2 1 1 1 1 1 3 1 1 1 1 1 1 1 1 6 3 2 7

Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 8 school. children who are studying orhave studied in high already realized intentions and anoutcome for their groups. This groupincludesanswersbyparentswith to understandeachclassesresponse. profession (i.e.socio-economic status). It is important upper middle class according to their income data and categories between working class, middle class and failed theLGSexam. level of education and whether the child has passed or based onwhetherthechildisatmiddleorhighschool respondents isfurthersplitattwoadditional stages status ofchildren. The target grouppopulationof135 information, Economic status andCurrenteducational survey structure includes questions about: Personal have any children and hence were excluded. The completed by 152respondentsofwhich17didnot or disabledduetopreviousanswer. Ithasbeen multiple choice questions andsomeofthem enabled middle andhighschoolstagesof Turkish education. target group made of parents of students who are in “School segregation” - wedelivered the surveytoa school selection withintheframeworkofso-called students in the selection stage and the criteria for and tounderstandtheprioritiesoffamilies and The diagrambelowillustrates thepopulationsub- asdifferent respondents the identified We The survey consistsof42questions,including 8 3.1 Data-collectionprocess 03. SURVEY DATA been able to enter the sufficient percentage of the LGS important because itislinkedtotheuniversitychoice. 96% haverespondedthatthechoiceofhighschoolis high school education affects the university choice? (23%). ( percentage of studentsattending Private high schools the is significant (63%), exam LGS with accepting percentage of students attend Anatolian High School the preferences forhigh school education. Large high schooldidyourchildattend? within theUrban SociologycourseatPolitecnico diMilano Source: Fig. 3a engaging with thesocio-economic background ofthe limitations resulting from failure of the exam are it wasalsointeresting to understandwhetherthe the familycanaffordthem). subject to the restrictions and can be freely chosen if residence ofthestudent.(Privateschoolsarenot is that the school must be in the neighborhood of the second restriction which is related to segregation, schools that are accepting without examination and facing tworestrictions,theycanchoosetoattend only in theirneighborhood. Those whofailtheexamare regarding the choice of highschool which has to be this analysisbecausetheyaresubjecttolimitations failed theLGSexamisreceiving special attention in 42 studentshavepassedtheexam. The groupthat has 25% or14students have failed the exam and 75% or exam? the win he she/ did words, other In exam? To the final question of this section “ Regarding the second question “ “ question: first the from answers The In additiontothethesiswetriedexplainbefore, -WhichHighschooldidyourchild attend? Extracteddatafrom theproposed surveycured bythe authors Fig. 3a ) Do youthink the ”, areshowing Has your child Has Which ”, ”, Students whofailed Fig. 3e effective fortheLGSexam?-Students whofailed Fig. 3d Students whopassed Fig. 3c effective fortheLGSexam?-Studentswhopassed Fig. 3b chosen the Private high schools and as last alternatives without examination, as secondalternative is mostly first priority answers are for the Anatolian high school preferences according to priority” – themostcommon example. school thatyouhavemade,ascanbeseeninEsenler not always allow you to attend the first choice of high ranking when youare applying for High school does students who have successfully taken the exam. The schools. There are also some constraints for the school withoutexamination and Vocational High schools as an alternative, followed by Anatolian High the exam? “ schools, thesecondmostlistedarePrivateschools. High the Anatolian choice first as again are rankings potential high schoolsbypriority of thehighschoolpopulationfromrespondents. accept theresult. class parents,ifyouareinworkinghaveto those options only suits formiddle or upper middle placing. Fromthesepossibilities we cananalyze that local from benefit to able be to address their change there is a possibility of private schools, orneed to order to get better education. One is if they can afford, and parents confronted with some possibilities in choice the affecting is it failure, of case In districts. What would your first choice be if your child fails child your if be choice first your would What Within thissubgroupforthequestion“High school 3.3 Scenario2:Examfailure question conditional the by also confirmed is This Within this subgroupforthe question “ A total of 42children have passedtheexamor75% 3.2 Scenario1:Passingtheexam -Doesyourchildtakeprivatelessons forLGSexam?- -DoesyourchildtakeprivatelessonsforLGSexam? -Doyouthinktheeducationreceived inmiddleschool is -Doyouthinktheeducationreceived inmiddleschoolis ” Where most ofthe answers are for Private ”, themostcommon Rank the for theothergroups,hereagainmaincriteria is the choosing the school answered with“No”. have 21% to due choice, first your make to going are observed thatherealsoyouarenotassured child’syour is current choice? first your school education. To thequestion“ Technical High School if they want to continue the no choicetoselect Imam Hatipor Vocational and students, quoteproblemwillarise,andtherebe and ofschools the number considering choice, first Anatolian High Schoolwithoutexamination as second choice. Vocational and Technical High Schoolsfortheir and uppermiddleclass,whileworkingclasschose can understandtheprivateschoolschosenbymiddle While comparing socio-economical backgrounds we are listedthe Vocational and Religious high schools. private lessons. more thanhalfofthestudentshavetakenadditional exam? private lessonsforLGS the answerstonextone:“ answers tothepreviousquestion,logically follows ones that have passed. ( the for 29% to compared effective, not is it answered students whohave passed theexam, here 64%have LGS the exam? for effective is school middle in received school education: “ the PostGraduationJobOpportunitycriteria. most answeredcriteria there isincreased interest in Rate ofacceptance into auniversity Regarding the question “ In thecaseofEsenler even parentschoose The opinion on the effectiveness of the Middle the of effectiveness the on opinion The ” is completely contrary ”, as it has already been observed Do youthink the education Fig. 3b-3c-3d-3e Based onyourranking, List thecriteria for Does yourchildtake tothe opinion of the ” that Which shows , butasasecond ) From the ”, itis 9

Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 10 good, itisnotpossibleforthem to take these lessons. children, ifthefamily’s economic situation isnot into an advantage by taking private lessons fortheir to turnthe inadequacy of the lessons at middle school try families Although exam. this for sufficient not is the exam,astheystartedtopreparefrom6-7thgrade. exam from 8th grade, unlike the students who took students began their private lesson preparation for the start preparing fortheLGSexam? Many families thinkthatmiddle school education To thequestion“ From whatgradedidyourchild ”, mostofthe 22 21 where the segregation phenomenon occurs limitations are notconsidered-orinanotherscenario, of failure) – choosing private schools where these among the limited range of high schools (in case examination, families result in havingtochoose offer alowerqualityeducation. life, and despite the different available addresses, they of schoolsaretargeted to prepare students tothework Technical, or Imam Hatip Highschool. These types the compulsorydecision between the Vocational and get in highschoolwithout examination, it determines discussed throughthepaperifstudentsarenotableto list tochoosebetween: “in caseoffailure”, as we according totheresultswehaveashorteroptions- or failing contributestoa (positive ornegative)wecouldalsonoticehowpassing typologies in relation to the LGS examination results the localplacingfactor. complete offer of the Turkish education system due to a situations (cfr. the socio-economic status highlighted two opposite terms oftypologyaswellnumeric value –andhow distribution ofhighschools In fact, exam. LGS the to related segregation the influenced conditions was crucial to understand how this socio-economic different two with districts different

first limitation of choice of limitation first Due tothelackof Anatolian schools without Considering theavailability of schoolsandtheir The decisiontotakeintoconsiderationtwo Covid-19 pandemic Covid-19 didnot allow authors the and to ascientifically-relevant to perform adirect interview collect amount of entries In of case failure of exam, the students own aschool intheir to need choose neighborhood. in paragraph 2.2 in paragraph Quality ofLifeindextable PRELIMINARY REFLECTIONS AND DISCUSSIONS itwasevidenthowthe second limitation from students above the was different both in both different was 04. CONCLUSIONS ); herecomes , to change , where relocated due tohighschool. This isverycloseto students that have passed the exam, 10% have have passedtheLGS. and studentsthat students whohavefailedtheLGS your child’s highschool? the question“ This has been done by comparing the answers to address due to educational reasons and segregation. failure of the exam were affecting the choice to change investigating whether the limitations resulting from in adistrictwithmoreeducationaloffer district in order to have a better local placing and live limitation mentionedbefore. quality districts arethemostimpacted by thedouble- limitations of choice – while the minority in bad- some, still but less, offers schools of number wider quality district (suchasKadikoy)withan higherand from the proposed charts and results how an higher school-mobility and LGSfailure, but it is evident numbers may confirm or deny the correlation between from thissituation. remains suspended, asthenegation of itmaycome low amountofentries, the thesis about this point survey hasbeenimplemented the exam,14%.Duetoconditionsonwhich the relocation rateofthestudentsthathavefailed As aresult, we can see that from the group of we statedinthe introduction, we werealso As Continuing theresearchproposalwithbigger Have youhadtomoveoutbecauseof

” betweenthetwogroups- 22 andtheconsequential 21 . 11

Esenler-Kadikoy Case study, Istanbul School Segregation between Institutional Context and Inequality patterns | High School Entrance Exam and Choice Limitations 12 2015, ,pp.473-483 Comparative education Vol. 51 No 4, Routledge, crossroad: critical debates andissuesineducation H. K. Altinyelken, K.Cayir, O. Agirdag, 2014, pp.229-235 - SocalandBehavioral Sciences Turkey: (4+4+4): A critical outlook F. Gun,G. A. Baskan, SULTANGAZİ and districts BAKIRKÖY geography: F. Ayhan, 29th, 2020 istanbul/esenler/demografi - Esenler Esenler Municipality, Biikent University, May5th2013 E. Bulduk, January 2015 from Measuring segregation inanever-changing city Kavurmacl, E. A. No 47,Elsevier, 2012,pp.557-565 inmay-June 2011 asurvey from findings Turkey: in students aboutsocio-cultural change andeducation T.B. Aksit, B. Aksit, - last-accessed:December29th2020 istanbulda-yasam-kalitesi-en-dusuk-uc-ilce-14344 4th 2011, quality oflifeinIstanbul”)from ilçe AA.VV, cessed: January4th,2021 sistemi-ailel 2020, launches migration AA.VV, (translated: “The three districts with the lowest from retzń płcn (oil pc) o 1 No Space) (Social Społeczna Przestrzeń https://www.haberturk.com/adrese-dayali-lise- , Journalof Awareness, 2019 sabld yşm aiei n üü üç düşük en kalitesi yaşam İstanbul’da Address-based highschoolinLGS A comparisonintermsofeducational Procedia - Socal and Behavioral Sciences Defects of Turkish EducationSystem eri-goce-zorluyor-1941828 -lastac , https://www.milliyet.com.tr/gundem/ https://www.endeksa.com/tr/analiz/ fromHaberTurk, April 30th Opinions ofsecondaryschool 2013-2014 Faaliyet Raporları Segregation inIstanbul: New educationsystemin -lastaccessed:December Milliyet No131,Elsevier, from Turkey ata , September REFERENCES Procedia 38 38 - , , ,

January 3rd,2021 https://www.lgstercih.com/okul-ara (translated: “LGS School Choice Engine 2020”), LGSTercih, in EducationInte2013 106, for life social students’ from the on sbs) test, placement entrance examinationspracticed in Turkey (the K. Karabacak, December 29th,2020 analiz/istanbul/kadikoy/demografi Kadikoy - Raporları Kadikoy Municipality, Istanbul neighbourhoods, December2020 Urban SociologySurvey aboutSchoolSegregation in Alexandrova, N. Chierichetti, T. S. Turk, T. N.Kuyuncu,M.S. 2nd, 2021 orgun_egitim_2019_2020.pdf iys_dosyalar/2020_09/04144812_meb_istatistikleri_ 2019-20, Resmi Istatistik, Eğitim “National Education StatisticsFormal Education”), Örgün İSTATİSTİKLERİ National Education Statistics, 2015, pp.1-15 Istanbul M. Seker, University, INASED,January 2013 of ProgressiveEducation Vol. 9No3, Adiyaman Primary schools: Perspective of teachers Economic status onparent involvement in Turkish M. S.Bellibas, S.Gumus, 256 Administration & Leadership district governors proglems andsolutionsin Turkey: The viewsof M. Erdem,I. Aydin, M. Tasdan, U. Akin, “ Procedia -SocalandBehavioral Sciences , Econometrics and Statistics Edition No23, International Conference on Newhorizons Quality of Life index: A case study of

LGS Okul Tercih Motoru2020 The influence of secondary education ete Ssooi Araştırması Sosyoloji Kentsel ” in , Elsevier, 2013,pp.2866-2878 , https://www.endeksa.com/tr/ Educational Management http://sgb.meb.gov.tr/meb_ The impactofSocio- , last-accessed: January , March 2011, pp. 242- 2013-2014 Faaliyet İL EĞİTİM MİLLÎ - last accessed: -last-accessed: (translated: Educational , Journal No /

January 3rd,2020 makaleleri/meslek-lisesi-nedir-496 January 17th,2020- is a Vocational HighSchool”)from U. Arslan, 2019 on education Turkish education systemandcurrent discussions D. Gorgulu, H.Gungor, M.çelik, S. Erçetin, S. N. Açikalin, S. Akbasli, MS.çEvik, 2020 fulltext/EJ1070675.pdf Issue 59,2015,pp.149-164, new,and old between Conflict the outside system education Kizilçelìk, S. accessed: December28th2020 da-ilce-ilce-nitelikli-lise-dagilimi-1350338 2018) - Section in Istanbul”) from school’ high distribution ‘qualified district by district dağılımı lise’ ‘nitelikli ilçe S. Gultekin, G. Hatunoglu, 2015, pp.502-518 Comparative Education, Vol. 51No4,Routledge, in curriculum practices of Turkish schools reflected patterns societal macro inequality: and R. N.Somel, A. Nohl, 555-574 in Comparative Education, Vol 51No4,2015pp. success? qualified Turkey:a in all for education N. Koseleci, “ Protection Agency Life Concept Rating QualityofLifeFactors N. Dalkey, D.Rourke, , November 8th 2017 (updated on april 26th EurasianJournalofEducational Research, Meslek LisesiNedir , 1973, Washington DC, Environmental https://www.posta.com.tr/iste-istanbul- , International Science Association, An evaluation ofthe An Turkish Progress towardsgoodquality Posta -Education & Career https:// , last-accessed: December 1st, The Delphi Procedure and Social change, competition (translated: “Here isthe okul.com.tr/aileler-icin/ https://files.eric.ed.gov/ şe sabld ilçe İstanbul’da İşte from (translated: “What Main problems of -last-accessed: The Qualityof okul.com.tr January 5th,2021 , last- ” , , 13

Esenler-Kadikoy Case study, Istanbul