For the evaluation study ‘Interim Evaluation of the Equal Opportunities Approach for Secondary Education (VO) 2019/’20’, schools completed an accountability form and researchers conducted in-depth interviews with school leaders. The authors are Merlijn Karssen, Annabel Vaessen and Arwen van Stigt of the Kohnstamm Institute, and Merel van der Wouden and Renske Hoedemaker of the Research, Information and Statistics Department (OIS) of the Municipality of Amsterdam.

Promoting equal opportunities

What does promoting equal opportunities mean? Amsterdam secondary schools are focusing on four types of interventions to promote equal opportunities, namely interventions to promote:

  • Cognitive development among students. For example, additional language or mathematics education, or teaching study skills. Almost all schools have also focused on this type of intervention.
  • Socio-emotional development among students. For example, coaching students aimed at strengthening personal development or self-confidence. More than half of the schools have also focused on this type of intervention.
  • Parent involvement. For example, formal and informal meetings for parents organised by schools.
  • Teacher professionalisation to support students. For example, teacher training to improve conversations with students.

Language and mathematics skills the most important outcomes

Through the Equal Opportunities Approach for Secondary Education, secondary schools reached an estimated 7,500 students through interventions aimed at promoting equal opportunities. Most schools mention an improvement in students’ language or mathematics skills as one of the most important outcomes. A general improvement in school results is also regularly mentioned. Quite a few schools also note that students have become more independent or have gained more self-confidence. Approximately one third of schools indicate that more intensive communication with parents has improved the relationship between parents and the school. In terms of professionalisation, some schools note that, through knowledge sharing, teachers have paid more attention to students’ language difficulties.

Evaluation during the pandemic

As a result of the measures surrounding COVID-19, half of the schools fully implemented the plans, while the other half did so largely. Due to COVID-19, these schools were unable to measure the results of the interventions (optimally) and/or achieved fewer outcomes than hoped.

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