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Parental background, early scholastic ability, the allocation into secondary school tracks and language skills at the age of 15 years in a highly differentiated system: a test of the contradictions between a two- or three-level approach

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  • Dronkers, J.

    (Macro, International & Labour Economics)

Abstract

Recently Dunne (2010) and Dronkers, van der Velden & Dunne (2011) introduced a three-level model: countries, schools, and students. They showed that school characteristics like socioeconomic composition and ethnic diversity have substantial effects on achievement levels and also affect the relation between parental background and achievement. Moreover, these school characteristics seem to mediate some of the effects of educational system characteristics found earlier (see Figure 1). However their results contradict very much the consensus about the effects of educational systems on outcomes and inequality, which are exclusively based on a two-level model: countries and students. The most important authors are Hanushek and Wößmann (2006), Schütz, Ursprung and Wößmann (2008), Wößmann, Lüdemann, Schütz and West (2009) and Hanushek and Wößmann (2012). Esser (forth coming) discussed rightfully extensively the possible explanations of the different outcomes of the Hanushek & Wössmann approach and the Dronkers, van der Velden & Dunne puzzle.

Suggested Citation

  • Dronkers, J., 2014. "Parental background, early scholastic ability, the allocation into secondary school tracks and language skills at the age of 15 years in a highly differentiated system: a test of the contradictions be," ROA Technical Report 001, Maastricht University, Research Centre for Education and the Labour Market (ROA).
  • Handle: RePEc:unm:umarot:2014001
    DOI: 10.26481/umarot.2014001
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    References listed on IDEAS

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    1. Eric Hanushek & Ludger Woessmann, 2012. "Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation," Journal of Economic Growth, Springer, vol. 17(4), pages 267-321, December.
    2. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    3. Korthals, R.A., 2012. "Selection and tracking in secondary education : a cross country analysis of student performance and educational opportunities," Research Memorandum 049, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
    4. Dronkers, J. & van der Velden, R.K.W. & Dunne, Allison, 2011. "The effects of educational systems, school-composition, track-level, parental background and immigrants' origin on the achievement of 15-years old native and immigrant students. A reanalysis of PISA 2," Research Memorandum 033, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
    5. Erik O Kimbrough & J Philipp Reiss, 2012. "Measuring the Distribution of Spitefulness," PLOS ONE, Public Library of Science, vol. 7(8), pages 1-8, August.
    6. Korthals, R.A., 2012. "Selection and tracking in secondary education: a cross country analysis of student performance and educational opportunities," ROA Research Memorandum 14, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    7. Bol, Thijs & Witschge, Jacqueline & Van de Werfhorst, Herman & Dronkers, Jaap, 2013. "Curricula tracking and central examinations: counterbalancing the Impact of social background on student achievement in 36 countries," MPRA Paper 44675, University Library of Munich, Germany.
    8. Gabriela Schütz & Heinrich W. Ursprung & Ludger Wößmann, 2008. "Education Policy and Equality of Opportunity," Kyklos, Wiley Blackwell, vol. 61(2), pages 279-308, May.
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