Jonathan J. B. Mijs

TL;DR: In this article, a comparative literature on the impact of national-level educational institutions on inequality in student achievement is reviewed, focusing on two types of institutions: the system of school-type differentiation (between-school tracking) and the level of standardization (e.g., with regard to central examinations and school autonomy).

TL;DR: The authors argue that citizens' consent to inequality is explained by their growing conviction that societal success is reflective of a meritocratic process, and they show that the more unequal a society, the more likely its citizens are to explain success in meritocratic terms, and the less important they deem non-meritocratic factors such as a person's family wealth and connections.

TL;DR: In this article, the authors draw on a literature in sociology, psychology and economics that has extensively documented the unfulfilled promise of meritocracy in education and argue that the pervasiveness of meritocratic policies in education threatens to crowd out need and equality as principles of justice.

TL;DR: In this paper, the authors draw on a literature in sociology, psychology and economics that has extensively documented the unfulfilled promise of meritocracy in education and argue that the pervasiveness of meritocratic policies in education threatens to crowd out as principles of justice, need and equality.

TL;DR: The authors argue that citizens' consent to inequality is explained by their growing conviction that societal success is reflective of a meritocratic process, and they show that the more unequal a society, the more likely its citizens are to explain success in meritocratic terms, and the less important they deem non-meritocratic factors such as a person's family wealth and connections.