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https://doi.org/10.1080/03057925.2019.1677455
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Cross-national differences in social background effects on educational attainment and achievement: absolute vs. relative inequalities and the role of education systems
[journal article]
Abstract We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational attainment (formal qualifications) and educational achievement (competencies) and in both absolute and ... view more
We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational attainment (formal qualifications) and educational achievement (competencies) and in both absolute and relative terms (i.e. as the individual’s rank in the distribution of educational success). Parental education effects are stronger for educational attainment than for achievement in all countries. Cross-national variation in the strength of social background effects follows broadly similar patterns for the different ways of measuring success, but a few countries combine relatively strong achievement with relatively weak attainment effects and vice versa. Tracking in secondary education is associated with stronger background effects for educational attainment but not for achievement. Greater prevalence of formal (non-formal) AET is associated with stronger (weaker) background effects for both attainment and achievement, while vocational orientation of upper secondary education does not matter much.... view less
Keywords
social background; level of education; level of education attained; social inequality; education system; secondary education; international comparison
Classification
Sociology of Education
Free Keywords
PIAAC; competencies; educational attainment; tracking
Document language
English
Publication Year
2019
Page/Pages
p. 1-20
Journal
Compare: A Journal of Comparative and International Education, 49 (2019)
Handle
https://hdl.handle.net/10419/207007
ISSN
1469-3623
Status
Published Version; peer reviewed