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Does Tracking Shape the Intergenerational Transmission of Educational Attainment? Evidence from Switzerland

Author

Listed:
  • Jean Marc Falter

    (UNIGE - Université de Genève = University of Geneva)

  • Florian Wendelspiess Chávez Juárez

    (UNIGE - Université de Genève = University of Geneva)

  • Giovanni Ferro-Luzzi

    (SRED - Service de recherche en éducation - Département de l'instruction publique, de la culture et du sport du canton de Genève)

Abstract

The Swiss schooling system is characterized by early tracking of pupils into di erent types of education, which suggests that the impact of parental background may a ect transitions at a relatively young age which condition the future transitions of their children as well as their nal educational attainment. In this study, we investigate the impact of family background variables on schooling outcomes at upper secondary level by means of a two-stage estimation model. Our empirical speci cation enables us to take into account the cumulative impact of parental variables on tracking and on upper secondary school achievement. As expected, favourable family background attributes are positively correlated with school outcomes at all stages but we show that parental e ects remain important at higher grade levels, even with early selection through tracking and after controlling for cognitive ability. These ndings are especially relevant for girls and should help policymakers in designing equal opportunity tracking schemes, especially at young ages.

Suggested Citation

  • Jean Marc Falter & Florian Wendelspiess Chávez Juárez & Giovanni Ferro-Luzzi, 2012. "Does Tracking Shape the Intergenerational Transmission of Educational Attainment? Evidence from Switzerland," Working Papers halshs-00771941, HAL.
    • Handle: RePEc:hal:wpaper:halshs-00771941
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00771941
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    References listed on IDEAS

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