Dutch School Placement Biased for Students with Non-European Names, Study Finds

A recent study conducted by psychometric research agency SCALIQ has uncovered a significant bias in the Dutch school system. The findings reveal that children with Arabic, African, or Spanish names are often placed in lower secondary school levels compared to their peers with European-sounding names, despite having equal intelligence levels. This disparity could have profound consequences for these students’ educational trajectories and career opportunities.

How Placement Works in Dutch Schools

The Netherlands’ secondary school system is divided into three main streams:

• VMBO: Focused on practical vocational education.
• HAVO: General secondary education preparing students for applied sciences.
• VWO: Academic track designed for university-bound students.

Students’ placement recommendations after primary school are pivotal in determining their path forward. These recommendations, often based on standardized tests and educators’ input, heavily influence the type of secondary school and opportunities available later in life.

Key Findings of the Study

SCALIQ analyzed data from over 6,400 students, with an average age of 13.9 years, and found a troubling pattern. Of the 481 students with Arabic names, 50% were placed half a level lower than their peers with similar intelligence but European-sounding names. Those with African and Spanish names also received slightly lower average placements.

The disparity is stark, especially considering the limited levels within the system of education in the Netherlands. “Purely and only your name leads to a big difference,” emphasized Femke Hovinga, a researcher at SCALIQ. For instance, if a child who is deserving of a university-focused VWO placement receives an HAVO/VWO recommendation, they are more likely to end up in HAVO. This creates additional barriers for these students, requiring them to take extra steps in their education to reach a research university, which costs more time and resources.

Causes and Concerns of Underestimation

According to Suzan de Winter-Koçak of the Verwey-Jonker Institute, such systemic misplacements could be rooted in unconscious biases or institutional racism. While education professionals might argue that they consider broader factors beyond academic ability, de Winter-Koçak believes the variations in recommendations for students with and without “non-European” names are too significant to be explained away as customization.

She highlighted the long-term challenges these students face, explaining, “This kind of systematic underplacement limits career growth and delays their opportunities to enter the workforce in their chosen fields.”

Government Response and Next Steps

The Ministry of Education, Culture, and Science (OCW) acknowledges the findings and has stated it will investigate further. The ministry has been aware that certain student groups are often underestimated during the transition to secondary school. While they maintain that the placement test remains an objective component in preventing discrimination, the SCALIQ findings suggest additional measures may be needed to ensure fairness.

Hovinga and her team recommend further research into factors such as socio-economic status, family support, and other cultural expectations to gain deeper insights.

Why It Matters

For students, being placed at the right educational level in the Dutch school system isn’t just about academics; it’s about equity and opportunity. A bias tied to something as arbitrary as a name reinforces systemic barriers that disproportionately impact children from minority groups. Education in the Netherlands should be a leveling force, giving everyone a fair shot to succeed. Addressing unconscious biases and promoting objectivity in placement processes isn’t just a win for fairness; it’s an investment in a diverse and equitable future workforce.

The SCALIQ study asks policymakers, educators, and the general public to reflect and take actionable steps towards addressing these biases. After all, a child’s name should never dictate their future.