Cross-national differences in social background effects on educational attainment and achievement: absolute vs. relative inequalities and the role of education systems
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DOI: 10.1080/03057925.2019.1677455
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Cited by:
- Flaviana Palmisano & Federico Biagi & Vito Peragine, 2022. "Inequality of Opportunity in Tertiary Education: Evidence from Europe," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(3), pages 514-565, May.
- Heisig, Jan Paul & Matthewes, Sönke Hendrik, 2021. "No evidence for positive effects of strict tracking and cognitive homogenization on student performance: A critical reanalysis of Esser and Seuring (2020)," SocArXiv x92mg, Center for Open Science.
- Jonathan Wai & Stephen M. Anderson & Kaja Perina & Frank C. Worrell & Christopher F. Chabris, 2024. "The most successful and influential Americans come from a surprisingly narrow range of ‘elite’ educational backgrounds," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
- Heisig, Jan Paul & Matthewes, Sönke Hendrik, 2022. "No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020) [Keine Belege für leistungsfördernde Effek," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 51(1), pages 99-111.
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Keywords
educational attainment; secondary education systems; tracking; competencies; PIAAC;All these keywords.
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