IDEAS home Printed from https://ideas.repec.org/a/zbw/espost/167705.html
   My bibliography  Save this article

A multination study of socioeconomic inequality in expectations for progression to higher education: the role of between-school tracking and ability stratification

Author

Listed:
  • Parker, Philip D.
  • Jerrim, John
  • Schoon, Ingrid
  • Marsh, Herbert W.

Abstract

Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in curricular and ability stratification. We use evidence from the PISA 2003 database to test the hypothesis that (a) greater between-school academic stratification would be associated with stronger relationships between socioeconomic status and educational expectations and (b) when this effect is decomposed, achievement differentials would explain a greater proportion of this relationship in countries with greater stratification. Results supported these hypotheses.

Suggested Citation

  • Parker, Philip D. & Jerrim, John & Schoon, Ingrid & Marsh, Herbert W., 2016. "A multination study of socioeconomic inequality in expectations for progression to higher education: the role of between-school tracking and ability stratification," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 53(1), pages 6-32.
    • Handle: RePEc:zbw:espost:167705
    DOI: 10.3102/0002831215621786
    as

    Download full text from publisher

    File URL: https://www.econstor.eu/bitstream/10419/167705/1/full-text-Parker-et_al-Multination-v3.pdf
    Download Restriction: no
    File URL: https://libkey.io/10.3102/0002831215621786?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Giorgio Brunello & Massimo Giannini, 2004. "Stratified or Comprehensive? The Economic Efficiency of School Design," Scottish Journal of Political Economy, Scottish Economic Society, vol. 51(2), pages 173-193, May.
    2. Checchi,Daniele, 2008. "The Economics of Education," Cambridge Books, Cambridge University Press, number 9780521066464, September.
    3. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    4. Stephen L. Morgan, 2012. "Models of College Entry in the United States and the Challenges of Estimating Primary and Secondary Effects," Sociological Methods & Research, , vol. 41(1), pages 17-56, February.
    5. John Micklewright & Sylke V. Schnepf & Chris Skinner, 2010. "Non-response biases in surveys of school children: the case of the English PISA samples," DoQSS Working Papers 10-04, Quantitative Social Science - UCL Social Research Institute, University College London.
    6. Claudia Goldin & Lawrence F. Katz & Ilyana Kuziemko, 2006. "The Homecoming of American College Women: The Reversal of the College Gender Gap," Journal of Economic Perspectives, American Economic Association, vol. 20(4), pages 133-156, Fall.
    7. Giorgio Brunello & Daniele Checchi, 2007. "Does school tracking affect equality of opportunity? New international evidence [‘Educational opportunities and the role of institutions’]," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 22(52), pages 782-861.
    8. Stephen L. Morgan, 1998. "Adolescent Educational Expectations," Rationality and Society, , vol. 10(2), pages 131-162, May.
    9. Ganzeboom, H.B.G. & de Graaf, P.M. & Treiman, D.J. & de Leeuw, J., 1992. "A standard international socio-economic index of occupational status," WORC Paper 92.01.001/1, Tilburg University, Work and Organization Research Centre.
    10. Bol, Thijs & Witschge, Jacqueline & Van de Werfhorst, Herman & Dronkers, Jaap, 2013. "Curricula tracking and central examinations: counterbalancing the Impact of social background on student achievement in 36 countries," MPRA Paper 44675, University Library of Munich, Germany.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Isis Vandelannote & Jannick Demanet, 2021. "“What’s High School Got to do With It?” Secondary School Composition, School-Wide Social Capital and Higher Education Enrollment," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(5), pages 680-708, August.
    2. Bayer, Michael & Zinn, Sabine & Rüdiger, Christin, 2021. "Grading in Secondary Schools in Germany – The Impact of Social Origin and Gender," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 2.
    3. Shangmou Xu & Sean Kelly, 2024. "Social Determinants of School-to-School Differences in Opportunity to Learn (OTL): A Cross-National Study," Social Sciences, MDPI, vol. 13(10), pages 1-24, September.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Burger, Kaspar, 2016. "Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?," MPRA Paper 95310, University Library of Munich, Germany, revised 2016.
    2. Michele Raitano & Francesco Vona, 2013. "Peer heterogeneity, school tracking and students' performances: evidence from PISA 2006," Applied Economics, Taylor & Francis Journals, vol. 45(32), pages 4516-4532, November.
    3. Michele Raitano & Francesco Vona, 2010. "Peer Heterogeneity, Parental Background and Tracking: Evidence from PISA 2006," Documents de Travail de l'OFCE 2010-23, Observatoire Francais des Conjonctures Economiques (OFCE).
    4. Antonio Di Paolo, 2012. "Parental Education And Family Characteristics: Educational Opportunities Across Cohorts In Italy And Spain," Revista de Economia Aplicada, Universidad de Zaragoza, Departamento de Estructura Economica y Economia Publica, vol. 20(1), pages 119-146, Spring.
    5. Ehlert, Martin, 2020. "No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation [Keine Zukunft, keine Weiterbildung? Zur Erklärung von Länderunterschieden im Effekt," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 72(S1), pages 483-510.
    6. Biewen, Martin & (neé Tapalaga), Madalina Thiele, 2020. "Early tracking, academic vs. vocational training, and the value of ‘second-chance’ options," Labour Economics, Elsevier, vol. 66(C).
    7. Contini, Dalit & Cugnata, Federica, 2020. "Does Early Tracking Affect Learning Inequalities? Revisiting Difference-in-difference Modeling Strategies with International Assessments," Department of Economics and Statistics Cognetti de Martiis. Working Papers 202018, University of Turin.
    8. Maciej Jakubowski, 2015. "Latent variables and propensity score matching: a simulation study with application to data from the Programme for International Student Assessment in Poland," Empirical Economics, Springer, vol. 48(3), pages 1287-1325, May.
    9. Carmen Aina & Chiara Mussida & Gabriele Lombardi, 2023. "Are Business and Economics Alike?," Italian Economic Journal: A Continuation of Rivista Italiana degli Economisti and Giornale degli Economisti, Springer;Società Italiana degli Economisti (Italian Economic Association), vol. 9(2), pages 557-585, July.
    10. Gruber, Lloyd & Kosack, Stephen, 2014. "The tertiary tilt: education and inequality in the developing world," LSE Research Online Documents on Economics 54202, London School of Economics and Political Science, LSE Library.
    11. Marisa Hidalgo Hidalgo, 2009. "Tracking can be more equitable than mixing: peer effects and college attendance," Working Papers 09.04, Universidad Pablo de Olavide, Department of Economics, revised Jul 2012.
    12. Checchi, Daniele & van de Werfhorst, Herman Gerbert, 2017. "Policies, Skills and Earnings: How Educational Inequality Affects Earnings Inequality," SocArXiv wn3h2, Center for Open Science.
    13. Verhagen, Mark D., 2021. "Prediction in Educational Research: An Application to the Study of Teacher Bias," SocArXiv y6mnb, Center for Open Science.
    14. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 39.
    15. Contini, Dalit, 2014. "Cross-sectional learning assessments: comparability of regression coefficients and validity of difference-in-difference estimation to evaluate institutional effects," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201431, University of Turin.
    16. Contini, Dalit & Cugnata, Federica, 2018. "How do institutions affect learning inequalities? Revisiting difference-in-difference models with international assessments," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201817, University of Turin.
    17. de Roux, Nicolás & Riehl, Evan, 2022. "Do college students benefit from placement into higher-achieving classes?," Journal of Public Economics, Elsevier, vol. 210(C).
    18. Gruber, Lloyd & Kosack, Stephen, 2014. "The Tertiary Tilt: Education and Inequality in the Developing World," World Development, Elsevier, vol. 54(C), pages 253-272.
    19. Torben M. Andersen & Giuseppe Bertola & John Driffill & Harold James & Hans-Werner Sinn & Jan-Egbert Sturm & Branko Uroševic, 2016. "Chapter 3: Tuning Secondary Education," EEAG Report on the European Economy, CESifo, vol. 0, pages 70-84, February.
    20. Ralph Hippe & Luisa De Sousa Lobo Borges de Araujo & Patricia Dinis Mota da Costa, 2016. "Equity in Education in Europe," JRC Research Reports JRC104595, Joint Research Centre.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:zbw:espost:167705. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ZBW - Leibniz Information Centre for Economics (email available below). General contact details of provider: https://edirc.repec.org/data/zbwkide.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.