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Unpacking the Socioeconomic Status Gap in Exam-Based School Admissions

Author

Listed:
  • Andrew Dustan
  • Diana Ngo

Abstract

We analyze the large socioeconomic status (SES) gaps in public high school assignments in Mexico City, a centralized choice system with exam-based admissions. Using a rich structural model, decomposition, and simulations, we find that placement score differences explain 83% of the gap in assignment to elite schools, contrasted with preferences (6%) and location (5%). For less-preferred technical schools, preferences explain 64% of the gap, while score differences account for 34%. High-SES students have a substantial advantage on the placement test beyond what is predicted by multiple contemporaneous ability measures, raising concerns about the distributional impacts of exam-based admissions.

Suggested Citation

  • Andrew Dustan & Diana Ngo, 2026. "Unpacking the Socioeconomic Status Gap in Exam-Based School Admissions," Working Papers 178, Economics Department, William & Mary.
    • Handle: RePEc:cwm:wpaper:178
    DOI: 10.26300/qb4d-hv24
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • D63 - Microeconomics - - Welfare Economics - - - Equity, Justice, Inequality, and Other Normative Criteria and Measurement

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