Schools, ability, and the socioeconomic gradient in education choices

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. This paper provides evidence on the socioeconomic gradient in dropout and progression in upper secondary education in Norway. Using a rich data set covering all students transferring from compulsory education to upper secondary education in 2002, we find that student achievement at the end of compulsory school is the main predictor of dropout and delayed progression. The socioeconomic gradient is sensitive to the inclusion of prior achievement in the model. We find that the gradient is modest and non-linear, and related to dropout behavior and not grade repetition. The results are remarkably robust to controlling for a full set of school fixed effects. Terms of use: Documents in EconStor mayJEL-Code: H420, I200, J240.

Home with Mom: The Effects of Stay-at-Home Parents on Children’s Long-Run Educational Outcomes

“…However, research shows that it is strongly related to future educational outcomes. Haegeland et al (2011) and Falch and Strøm (2011) show that GPA is a strong predictor for achievement in upper secondary school, both in terms of grade points and completion. Moreover, Falch, Nyhus and Strøm (2013) show that grades from lower secondary school strongly predicts later college enrollment and is negatively correlated with being inactive or on welfare benefits at age 22.…”

Upper Secondary School Completion and the Business Cycle

“…Falch and Strøm () find a significant and positive effect of parental education on student progression in Norway. They also find that second‐generation immigrants are more likely to have the expected progression in upper secondary education, compared to native students.…”

Talented But Unaware? An Analysis of the Role of Self-Assessment in Educational Transition

“…Following the logic of Falch and Strom (2011) the parameter estimation of selfassessment might be biased because of unobserved school-level heterogeneity, resulting from the fact that pupils (and teachers) are not randomly allocated to schools; also the quality of the school could influence self-assessment (in more competitive schools, school marks might be worse, and therefore self-assessment might suffer a downward bias). That said, school fixed effects are included in Eq.5.…”