The text on this page was automatically translated and hence may differ from the original. No rights can be derived from this translation.
On behalf of Stichting Elektronisch Loket Kernprocedure Amsterdam (ELK), Dialogic has investigated the satisfaction of stakeholders with the Amsterdam Core Procedure for the sixth consecutive year. The Amsterdam Core Procedure consists of agreements among Amsterdam school boards in primary and secondary education regarding the transition from primary school (group 8) to secondary school. A lottery system is used for student placement.
The research involved students from group 8, their parents/guardians, stakeholders from primary and secondary education, and other parties involved. The focus was on the execution of the procedure and the satisfaction of stakeholders with the placement system. The research was based on interviews and questionnaires for parents/guardians (29% response rate from the population), students (23% response rate from the population), primary education staff (23% of those approached), and secondary education staff (26% of those approached).
Findings from the research indicate that the vast majority of students are satisfied with their allocated school (83%), as are parents (81% are satisfied or very satisfied). Similar to previous years, satisfaction with the placement strongly correlates with the school's position on the students' preference list.
Due to the COVID-19 crisis and associated measures, a digital application procedure was used for the first time this year to reduce the number of interactions and movements. Overall, the digital application process went well, despite delays in information provision to schools and parents. Another consequence was the cancellation of physical open days. Instead, secondary schools organised virtual open days to introduce group 8 students and their parents/guardians to the school. Activities included virtual tours, webinars, and meet & greets with students and teachers. This year, fewer (digital) open days were attended compared to previous years' physical open days. The research revealed a clear preference for physical open days, primarily due to the opportunity to experience the atmosphere at schools and engage in informal interactions between parents, students, and schools.
