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The effects of educational systems, school-composition, track-level, parental background and immigrants’ origins on the achievement of 15-years old native and immigrant students. A reanalysis of PISA 2006

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Author Info

  • Dronkers Jaap
  • Velden Rolf van der
  • Dunne Allison

    (ROA rm)

Abstract

The effects of educational systems, school-composition, track-level, parentalbackground and immigrants’ origins on the achievement of 15-years old native andimmigrant students. A reanalysis of PISA 2006.The main research question of this paper is the combined estimation of the effectsof educational systems, school-composition and track-level on the educationalachievement of 15-years-old students. We specifically focus on the effects of socioeconomicand ethnic background on achievement scores and to what extent theseeffects are affected by characteristics of the school, track or educational system thesestudents are in. In doing so, we examine the ‘sorting’ mechanisms of schools and tracksin highly stratified, moderately stratified and comprehensive education systems. Weuse data from the 2006 PISA (Programme for International Student Assessment) wave.Compared to previous research in this area the main contribution of this paper is thatwe explicitly include track-level and school-level as separate units of analyses, whichleads to less biased results of the effects of characteristics of the educational system.The results highlight the importance of including track-level and school-level factorsin the debate of educational inequality of opportunity for students in differenteducation contexts. The findings clearly indicate that the effects of educationalsystem characteristics are flawed if the analysis uses only a country and a studentlevel and ignores the track- and school-level characteristics. Moreover the inclusionof the track-level is necessary to avoid overestimation of the school-compositioneffect, especially in stratified educational systems. From a policy perspective, the mostimportant finding is that educational system are not uniformly ‘good’ or ‘bad’, butthey have different consequences for different groups. Some groups are better offin comprehensive systems, while other groups are better off in moderately or highlystratified systems.

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Bibliographic Info

Paper provided by Maastricht : ROA, Research Centre for Education and the Labour Market in its series Research Memoranda with number 006.

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Date of creation: 2011
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Handle: RePEc:dgr:umaror:2011006

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Web page: http://www.maastrichtuniversity.nl/web/UMPublications.htm

Related research

Keywords: labour market entry and occupational careers;

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References

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  1. Ammermüller, Andreas, 2005. "Educational Opportunities and the Role of Institutions," ZEW Discussion Papers 05-44, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  2. Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-026, Stanford Institute for Economic Policy Research.
  3. Dronkers, Jaap & Heus, Manon de, 2009. "Negative selectivity of Europe’s guest-worker immigration?," MPRA Paper 22213, University Library of Munich, Germany.
  4. Dronkers, Jaap & Avram, S, 2009. "A cross-national analysis of the relations between school choice and effectiveness differences between private-dependent and public schools," MPRA Paper 23911, University Library of Munich, Germany.
  5. Christian Dustmann, 2004. "Parental background, secondary school track choice, and wages," Oxford Economic Papers, Oxford University Press, vol. 56(2), pages 209-230, April.
  6. André, Stéfani & Dronkers, Jaap & Fleischmann, Fenella, 2008. "Verschillen in groepsdiscriminatie, zoals waargenomen door immigranten uit verschillende herkomstlanden in veertien lidstaten van de Europese Unie
    [Perception of in-group discrimination among immig    ," MPRA Paper 22019, University Library of Munich, Germany.
  7. Hauser, Robert M & Sewell, William H, 1986. "Family Effects in Simple Models of Education, Occupational Status and," Journal of Labor Economics, University of Chicago Press, vol. 4(3), pages S83-115, July.
  8. Dietlind Stolle & Stuart Soroka & Richard Johnston, 2008. "When Does Diversity Erode Trust? Neighborhood Diversity, Interpersonal Trust and the Mediating Effect of Social Interactions," Political Studies, Political Studies Association, vol. 56, pages 57-75, 03.
  9. Deon Filmer & Lant Pritchett, 1999. "The Effect of Household Wealth on Educational Attainment: Evidence from 35 Countries," Population and Development Review, The Population Council, Inc., vol. 25(1), pages 85-120.
  10. Levels, Mark & Dronkers, Jaap Dronkers & Kraaykamp, Gerbert, 2006. "Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance," MPRA Paper 21653, University Library of Munich, Germany.
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Cited by:
  1. Jaap Dronkers & Rolf van der Velden & Allison Dunne, 2012. "Why are migrant students better off in certain types of educational systems or schools than in others? On the effects of educational systems, school composition, track level, parental background, and ," CReAM Discussion Paper Series 1215, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
  2. Dronkers, Jaap & van der Velden, Rolf & Dunne, Allison, 2011. "Why are migrant students better off in certain types of educational systems or schools than in others?," MPRA Paper 37261, University Library of Munich, Germany.
  3. Jaap Dronkers & Rolf van der Velden, 2012. "Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using PISA data," CReAM Discussion Paper Series 1211, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.

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