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Render unto primary the things which are primary's: Inherited and fresh learning divides in Italian lower secondary education

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  • De Simone, Gianfranco

Abstract

We employ a pseudo-panel approach to link the achievements of the same cohort of Italian students over two waves of the Trends in International Mathematics and Science Study. As we investigate the determinants of learning divides in math and science at the end of the lower secondary school (grade 8), we are able to tackle cumulative effects of education by controlling for the estimated prior score (grade 4). We find that the gender gap in math observed at grade 8 should actually be ascribed to primary education, while both school levels contribute to the emergence of the girls’ gap in science. In both subject, lower secondary schools are responsible for the largest part of the learning divide due to family background. On the other hand, foreign-origin students show a remarkable recovery at the lower secondary school, once their entry-level of competence is taken into account.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 35 (2013)
Issue (Month): C ()
Pages: 12-23

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Handle: RePEc:eee:ecoedu:v:35:y:2013:i:c:p:12-23

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Web page: http://www.elsevier.com/locate/econedurev

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Keywords: Cognitive achievement dynamics; Achievement gap; TIMSS; pseudo-panel;

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References

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Cited by:
  1. Pao-Li Chang & Fali Huang, 2010. "Trade and Divergence in Education Systems," Working Papers 33-2010, Singapore Management University, School of Economics.
  2. Bernardi, Martino & Bratti, Massimiliano & De Simone, Gianfranco, 2014. ""I wish I knew ..." - Misperceived Ability, School Track Counseling Services and Performances in Upper Secondary Education," IZA Discussion Papers 7940, Institute for the Study of Labor (IZA).
  3. Contini, Dalit & Grand, Elisa, 2013. "On Estimating Achievement Dynamic Models from Repeated Cross-Sections," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201343, University of Turin.
  4. A. Di Liberto, 2013. "Length of stay in the host country and educational achievement of immigrant students: the Italian case," Working Paper CRENoS 201316, Centre for North South Economic Research, University of Cagliari and Sassari, Sardinia.

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