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Educational Opportunities and the Role of Institutions

  • Ammermüller Andreas

    (ROA rm)

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    Educational opportunities determine the intergenerational mobility of human capital and are affected by institutional features of schooling systems. The aim of this paper is twofold. It intends to show how strongly student performance depends on student background as well as to explain cross-country differences in educational opportunities by decisive features of educational systems. For the latter, a two-step approach is combined with a difference-in-differences estimation in order to control for country-specific effects. The results show that educational opportunities decrease with student age in most countries. However, the attitude of parents seems to become more important while social origin becomes less important. Institutions are linked to educational opportunities. It can be shown that the institutional features of the schooling system as indicated by streaming and private schools, instruction time and school autonomy are related to different dimensions of educational opportunities.

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    Paper provided by Maastricht University, Research Centre for Education and the Labour Market (ROA) in its series ROA Research Memorandum with number 004.

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    Date of creation: 2005
    Date of revision:
    Handle: RePEc:unm:umaror:2005004
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    1. Giorgio Brunello & Daniele Checchi, 2003. "School Quality and Family Background in Italy," Working Papers 2003.10, Fondazione Eni Enrico Mattei.
    2. Ammermuller, Andreas & Heijke, Hans & Wo[ss]mann, Ludger, 2005. "Schooling quality in Eastern Europe: Educational production during transition," Economics of Education Review, Elsevier, vol. 24(5), pages 579-599, October.
    3. Fernando Galindo-Rueda & Anna Vignoles, 2005. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," CEE Discussion Papers 0052, Centre for the Economics of Education, LSE.
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    7. Neal, Derek, 1997. "The Effects of Catholic Secondary Schooling on Educational Achievement," Journal of Labor Economics, University of Chicago Press, vol. 15(1), pages 98-123, January.
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    9. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
    10. Figlio, David N. & Page, Marianne E., 2002. "School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Inequality?," Journal of Urban Economics, Elsevier, vol. 51(3), pages 497-514, May.
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    12. Thomas Fuchs & Ludger Woessmann, 2004. "What Accounts for International Differences in Student Performance? A Re-examination using PISA Data," Econometric Society 2004 Australasian Meetings 274, Econometric Society.
    13. Hanushek, Eric A. & Luque, Javier A., 2003. "Efficiency and equity in schools around the world," Economics of Education Review, Elsevier, vol. 22(5), pages 481-502, October.
    14. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
    15. Ron W Zimmer & Eugenia F Toma, 2000. "Peer effects in private and public schools across countries," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 19(1), pages 75-92.
    16. Murnane, Richard J & Willett, John B & Levy, Frank, 1995. "The Growing Importance of Cognitive Skills in Wage Determination," The Review of Economics and Statistics, MIT Press, vol. 77(2), pages 251-66, May.
    17. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
    18. Ermisch, John & Francesconi, Marco, 2001. "Family Matters: Impacts of Family Background on Educational Attainments," Economica, London School of Economics and Political Science, vol. 68(270), pages 137-56, May.
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