Does Tracking Shape Intergenerational Transmission of Educational Attainment? Evidence from Switzerland
26 Pages Posted: 4 Oct 2011 Last revised: 20 Dec 2011
Date Written: December 20, 2011
The Swiss schooling system is characterized by early tracking of students into different types of education. In this context, one may think that the impact of parental background may primarily affect transitions at a relatively young age. In this study, we investigate the impact of family background variables on schooling outcomes at upper secondary level by means of a two-stage estimation model. Our empirical specification enables us to take into account the cumulative impact of parental variables on tracking and on upper secondary school achievement. As expected, favorable family background attributes are positively correlated with school outcomes. We show that parental effects remain important at higher grade levels, even with early selection and after controlling for cognitive ability. These findings are especially relevant for girls.
Keywords: Schooling transition, tracking, bivariate ordered probit, Switzerland
JEL Classification: I21, J62, E24
Suggested Citation: Suggested Citation