Social Mobility in Germany

Dodin, Majed; Findeisen, Sebastian; Henkel, Lukas; Sachs, Dominik; Schuele, Paul

doi:10.2139/ssrn.3892624

Cited by 7 publications

(9 citation statements)

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“…Still, children of this age group suffer least from the school closures conditional on homogeneous closure length, and thus protecting them further makes the age-gradient in the losses likely stronger in Germany than in the US. Moreover, this policy likely also has a negative impact on the socioeconomic gradient of the losses: children in the highest track come disproportionally from well-off families (see, e.g., Statistisches Bundesamt, 2019, andDodin et al, 2022).…”

Section: Discussion Of the German School Closures In Light Of The Mod...mentioning

confidence: 99%

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Fuchs‐Schündeln

2022

SSRN Journal

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Section: Discussion Of the German School Closures In Light Of The Mod...mentioning

confidence: 99%

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Fuchs‐Schündeln

2022

SSRN Journal

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“…In contrast, estimate that achievement gaps between the top and bottom quarters of the SES distribution have remained remarkably constant. Their and Corak (2020) for Canada, Fan, Yi, and Zhang (2021) for China, Eriksen and Munk (2020) for Denmark, Bell, Blundell, and Machin (2022) for England, Dodin et al (2021) for Germany, Güell et al (2018) and Acciari, Polo, and Violante (2019) for Italy, Bütikofer, Dalla-Zuanna, and Salvanes (2018) and Risa (2019) for Norway, Llaneras, Medina, and Costas (2020) for Spain, Heidrich (2017), Brandén (2019) and Nybom and Stuhler (2021) for Sweden, and Aydemir and Yazici (2019) for Turkey.…”

Section: Economic Inequality and Educational Inequality Over Timementioning

confidence: 99%

“…Such outcomes can be measured at an earlier age and are therefore observable in standard household data, without the need to link parents and children across households. For example, Dodin et al (2021) exploit the fact that in Germany only the highest secondary school track (Abitur) grants direct access to the university system, such that adolescent track choices are predictive of economic opportunities later in life.…”

Section: Economic Inequality and Educational Inequality Over Timementioning

confidence: 99%

“…Nevertheless, there are several reasons why conventional parent-child measures may not capture the full extent to which inequalities are transmitted across generations. First, the descriptive association between parent and child education is 21 See, for instance, Dodin et al (2021), who show that in the context of rising Abitur shares in Germany, absolute gaps by parental income have remained stable while the Q5/Q1 ratio-the share of children with a higher secondary school degree from the top quintile of the parental income distribution divided by the corresponding share in the bottom quintile-has decreased. Similarly, Blanden and Macmillan (2016) show that much of the reduction in inequality in educational attainment among recent cohorts in the UK is explained by the rising share of young people attaining educational thresholds previously only achieved by a minority.…”

Section: How Persistent Are Educational Inequalities?mentioning

confidence: 99%

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Educational Inequality

Blanden¹,

Doepke²,

Stuhler³

2022

Preprint

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This chapter provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socioeconomic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the Covid-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.

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“…Like many industrialized countries, Germany has seen enormous educational expansion (i.e., rising rates of school leavers with university entrance qualifications), especially after World War II, for example, see [1][2][3][4][5][6]. Although there is a general trend towards higher educational attainment, (inter-)national comparative studies continue to find regional and social disparities in educational expansion, for example, see [4,7]. Such discrepancies are also notable between the German states.…”

Section: Introductionmentioning

confidence: 99%

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

Helbig

Sendzik

2022

Education Sciences

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The aim of this study is to empirically investigate the reasons for regional disparities in educational expansion in Germany (i.e., rising rates of general university entrance qualification) on the basis of theoretically relevant influencing factors: changes in school policies, changes in social structure, or general social modernization processes. We pay special attention to the legal framework of schools, which has changed at different times in the German states. Our analysis is based on data from the National Educational Panel Study and on a database on the development of schooling regulations in the German states after World War II. For the analysis, we use two-way crossed random-effects models. Our analyses show that the modernization of school structures is only associated with increasing individual opportunities to access higher school education. However, this association disappears when controlling for social structure and cohort sequence. Rather, the educational expansion of the recent decades is characterized by a changed social structure and, in small parts, by general social modernization processes. In light of our findings, we argue that educational policy adapts school structures to societal changes, opens up new opportunities, yet at the same time reproduces and exacerbates educational inequality.

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Social Mobility in Germany

Cited by 7 publications

References 0 publications

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Educational Inequality

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

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