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Can skills differences explain the gap in track recommendation by socio-economic status?

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  • Maria Zumbuehl
  • Nihal Chehber
  • Rik Dillingh

Abstract

Tracking early in the school career can significantly influence a student's educational path. Using data from a Dutch cohort study linked with administrative records, we examine the gap in track recommendation between students from different socio-economic groups at the end of primary school. We find that students whose parents are not tertiary educated receive significantly lower recommendations on average. A decomposition of the total difference in track recommendations shows that differences in cognitive and non-cognitive skills can explain around 57% of the gap. Adding additional information about the family, school, and place of residence reduces the unexplained gap to 28%.

Suggested Citation

  • Maria Zumbuehl & Nihal Chehber & Rik Dillingh, 2025. "Can skills differences explain the gap in track recommendation by socio-economic status?," Education Economics, Taylor & Francis Journals, vol. 33(2), pages 161-179, March.
    • Handle: RePEc:taf:edecon:v:33:y:2025:i:2:p:161-179
    DOI: 10.1080/09645292.2024.2319832
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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