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Search for phrase: "obwody szkolne"
The aim of the paper is to examine the relation between pupil movement between school catchment areas and the examination results of primary and secondary schools. The problem is analyzed in a broader context of educational disparities related to the spatial organization of educational activity. The results show that the non-rigorous approach to educational zoning by the city authorities, school directors, parents, and their children, causes an intensive movement of pupils between school catchment areas (especially at the level of secondary school). It was found that pupil movement between catchment areas accounted for almost 50 per cent of variation in examination results in the secondary schools in Poznan. The consequences of this situation for the city’s educational policy and school management are discussed.

Transport policy requires greater territorial differentiation; at the local level, it should be closely integrated with education, health and social policies. This approach to transport policy contributed to the research and determined its area – the research was carried out among school students, and its aim (and that of this article) was to determine the accessibility of secondary schools in the Wągrowiec district via public transport. Many inhabitants of villages and small towns are forced to have a car or else face a whole host of difficulties. The most common difficulties include access to education, health care or better paid work.

The article examines the relationship between the exam results of primary school students and the socio-spatial diversity in Warsaw. Over the past two decades of dynamic transformation and significant social changes in the city, the overall scale of socio-spatial segregation has remained relatively stable. However, studies have revealed a persistent polarisation in exam results, with students from certain districts consistently performing below average. Local educational and economic capital as well as access to non-public schools have significantly influenced both the level and changes in these results. The research provides evidence of some – albeit often weak – correlations between the quality of public education, the availability of non-public education, and the socio-spatial structure of the city. These findings form the basis for public-policy recommendations aimed at addressing the existing inequalities and ensuring access to high-quality public education in all districts of Warsaw.