The phrase "educational stratification" is correct and can be used in written English.
This phrase typically refers to the ways in which access to education is limited due to socio-economic differences. For example: Many institutions of higher education are still subject to educational stratification, with wealthier students having better access to educational opportunities than those from lower-income backgrounds.
Allmendinger defines educational stratification as the designing of education systems to divide pupils into different vocational and academic tracks with varied outcomes and rewards (Allmendinger, 1989).
Thomas Edsall has an excellent piece on growing educational stratification in America, specifically how access to higher education is increasingly being denied to the children of the less affluent.
The findings of this study may afford us a deeper understanding of how educational support networks affect educational stratification.
The difference in network structure indicates that network structure may be related to the formation of educational stratification.
Meanwhile, the difficulty of establishing a large and diverse educational support network is a factor causing educational stratification.
Future studies should pay more attention to the challenges involved in establishing a network full of resources and the influence of network composition on educational stratification.
The cohort of 1985 exhibits many similarities with the cohort of 1996 (age, gender, similar social origins, multiple educational stratifications, etc), but they were found to differ significantly in their oral health knowledge and attitudes.
The educational level stratifications we used were: elementary school, high school, vocational education institute, technical educational institute, and university.
In the case of highly prevalent risk factors with strong associations with CVD, as in the case with established risk factors, there was a strong reduction in absolute risk in each educational category after stratification (i.e. looking at the low-risk population without smoking, hypertension or hyperlipidemia), resulting in rather small changes in the relative gradient.
For highly prevalent risk factors with strong associations with CVD, as in the case of established risk factors, there were strong reductions in absolute risk in each educational category after stratification (i.e., looking at a low-risk population without smoking, hypertension or hyperlipidemia).
She studies the ways that race and racial stratification influence educational trajectories and opportunities to learn.
