Sorting Decisions and Peer Processes in Schools (SPINS)

Sorting practices in schools play a pivotal role in shaping students’ peer relationships, often creating significant disparities along demographic lines such as gender, ethnicity, and social class. SPINS introduces a novel approach to understanding the development of students’ social networks, collective identities, and academic self-concepts by examining the critical influence of local school administrators and their decisions regarding school admissions and classroom placements.

SPINS is founded on the idea that headmasters and teachers have far more influence over local peer dynamics than is often recognized. Beyond striving for balanced and harmonious classroom compositions, they have the power to shape the extent to which demographic categories either align with or cross-cut within classrooms—an often-overlooked aspect with profound social ramifications.

Over the next few years, we will implement a large-scale field experiment involving more than 100 secondary schools across Germany to explore how headmasters and teachers approach sorting decisions. This experiment will be supplemented by a panel survey targeting school administrators and students.

By integrating these data sources, SPINS aims to generate transformative insights into the social impact of administrative sorting decisions. Our findings will contribute not only to a deeper understanding of the social implications of sorting practices but also to the development of practical interventions for secondary schools. These interventions will support the creation of more inclusive identities, cohesive peer networks, and enhanced academic self-concepts, fostering a more equitable and supportive educational environment for all students.

Project website (in German): https://spins-study.com