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Institutional Features of Schooling Systems and Educational Inequality: Cross-Country Evidence From PIRLS and PISA

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  • Ammermueller Andreas

    (Federal Ministry of Labour and Social Affairs (BMAS), Berlin, Germany)

Abstract

Educational opportunities determine the intergenerational mobility of human capital and affect the distribution of earnings on the labour market. This paper aims at explaining cross-country differences in educational opportunities by features of schooling systems. The theoretical model predicts that a greater differentiation of the schooling system as indicated by streaming and a large share of private schools decreases educational opportunities while more instruction time increases educational opportunities. The empirical results that are based on a difference-in-differences estimation approach to control for country-specific effects support these hypotheses.

Suggested Citation

  • Ammermueller Andreas, 2013. "Institutional Features of Schooling Systems and Educational Inequality: Cross-Country Evidence From PIRLS and PISA," German Economic Review, De Gruyter, vol. 14(2), pages 190-213, May.
    • Handle: RePEc:bpj:germec:v:14:y:2013:i:2:p:190-213
    DOI: 10.1111/j.1468-0475.2012.00565.x
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    Cited by:

    1. Ludger Woessmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 3-32, Summer.
    2. Engzell, Per, 2017. "What Do Books in the Home Proxy For? A Cautionary Tale," Working Paper Series 1/2016, Stockholm University, Swedish Institute for Social Research.

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