Social Selectivity of Track Mobility in Secondary Schools

Jacob, Marita; Tieben, Nicole

doi:10.1080/14616690802588066

Cited by 39 publications

(7 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…6 Reduction to eight years has been agreed upon, but the adjustment has not yet been realized in all federal states. 7 Beyond that, there is evidence for social selectivity at both the initial and later transition stages (cf., for example, Jacob andTieben, 2009, Glaesser andCooper, 2010).…”

Section: [Figure 1 About Here]mentioning

confidence: 99%

Parental risk attitudes and children's secondary school track choice

Wölfel

Heineck

2012

Economics of Education Review

View full text Add to dashboard Cite

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 series presents research findings based either directly on data from the German SocioEconomic Panel Study (SOEP) or using SOEP data as part of an internationally comparable data set (e.g. CNEF, ECHP, LIS, LWS, CHER/PACO). SOEP is a truly multidisciplinary household panel study covering a wide range of social and behavioral sciences: economics, sociology, psychology, survey methodology, econometrics and applied statistics, educational science, political science, public health, behavioral genetics, demography, geography, and sport science. Terms of use: Documents inThe decision to publish a submission in SOEPpapers is made by a board of editors chosen by the DIW Berlin to represent the wide range of disciplines covered by SOEP. There is no external referee process and papers are either accepted or rejected without revision. Papers appear in this series as works in progress and may also appear elsewhere. They often represent preliminary studies and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be requested from the author directly. Oliver Wölfel Institute for Employment Research (IAB) AbstractIt is well known that individuals' risk attitudes are related to behavioral outcomes such as smoking, portfolio decisions, and also educational attainment, but there is barely any evidence on whether parental risk attitudes affect the educational attainment of dependent children. We add to this literature and examine children's secondary school track choice in Germany where tracking occurs at age ten and has a strong binding character. Our results indicate no consistent patterns for paternal risk preferences but a strong negative impact of maternal risk aversion on children's enrollment in upper secondary school. JEL Classification: I21, J24

show abstract

Section: [Figure 1 About Here]mentioning

confidence: 99%

Parental risk attitudes and children's secondary school track choice

Wölfel

Heineck

2012

Economics of Education Review

View full text Add to dashboard Cite

show abstract

“…Obdobně v stratifikovaném sekundárním školství pak německé, nizozemské nebo lucemburské výzkumníky zajímají především přestupy mezi školami různého typu (Schulartwechsel), tj. přestupy mezi obory/typy škol s vyšší a nižší náročností/prestiží, a jejich sociální či etnická podmíněnost (Backes & Hadjar, 2017;Blossfeld, 2018aBlossfeld, , 2018bCortina, 2003;Jacob & Tieben, 2009). Stammová (2009) v longitudinálně sledovaném vzorku žáků primární školy z německojazyčných kantonů Švýcarska (čtyři sta žáků, tedy řádově méně než ve výše uvedených studiích) nalezla poměrně vysoké hodnoty odchozí mobility.…”

Section: Co Víme O Míře Mobility V Různých Vzdělávacích Systémech?unclassified

Míra meziškolní mobility žáků základních škol v Česku

Dvořák¹,

Meyer²,

Kučerová³

2022

Orbis Scholae

View full text Add to dashboard Cite

Student transfers between schools or inter-school mobility is an important topic, as it is often associated with other unfavourable conditions for schooling. Repeated transfers may predict an increased likelihood of school failure. On the other hand, school mobility can also serve the school choice. Despite that, data on mobility rate in Czech education have not been available yet. In this study, we use complete set of administrative data on transfers to another school in all Czech basic (comprehensive primary and lower secondary) schools in the consecutive three years (about 150 thousand events). To eliminate structurally enforced transitions, we focused on fully organized schools (grade span of 1–9). The number of departures per year represents on average 3.81% of the number of students. However, there are significant regional differences in the rate of mobility, and we find even greater difference at the level of individual schools. These findings complement the current discussion on inequalities in Czech education and deserve further detailed study.

show abstract

“…Students are allocated to different ability tracks in different schools at this age and follow their education separately from that point onwards. Some permeability between the tracks exists but in general upward transitions within secondary education are not very common (Jacob and Tieben, 2009). The highest track (Gymnasium) prepares students for studying at a university after obtaining an Abitur-diploma, the intermediate (Realschule) and lower tracks (Hauptschule) lead towards vocational training programs or vocational colleges.…”

Section: The Context: Different Societies Different Educational Systemsmentioning

confidence: 99%

Social Inequality in Student Expectations and Higher Education Enrollment - A Comparison between the United States and Germany

Förster¹,

Chmielewski²,

Werfhorst³

2021

Preprint

View full text Add to dashboard Cite

We examine the link between student expectations and educational attainment. While a close link between expectations and final educational attainment is assumed in thestatus attainment literature, a growing body of US literature has claimed that expectations have become increasingly unrealistic and decoupled from actual outcomes. However, this claim has rarely been investigated longitudinally on the individual level or beyond the context of the United States. We investigate the relationship for two educational systems with different institutional configurations: The United States and Germany. For Germany, we use data from the National Educational Panel Study (NEPS, Starting Cohort 4). For the US, we rely on data from the High School Longitudinal Study (HSLS, 2009). We find that the level of expectations is overall much higher in the US; however, we also find that the gap between SES groups is larger in the US. Furthermore, we find that the students in these two countries do not differ much in terms of the probability that they will realize their expectations. Additionally, the SES gradient of realization is fairly similar across the different institutional contexts. Finally, we also find that expectations do mediate a substantial part of the effect of SES on higher

show abstract

Social Selectivity of Track Mobility in Secondary Schools

Cited by 39 publications

References 14 publications

Parental risk attitudes and children's secondary school track choice

Parental risk attitudes and children's secondary school track choice

Míra meziškolní mobility žáků základních škol v Česku

Social Inequality in Student Expectations and Higher Education Enrollment - A Comparison between the United States and Germany

Contact Info

Product

Resources

About