Does Tracking Shape Intergenerational Transmission of Educational Attainment? Evidence from Switzerland

26 Pages Posted: 4 Oct 2011 Last revised: 20 Dec 2011

See all articles by Jean-Marc Falter

Jean-Marc Falter

University of Geneva - Department of Economics

Florian Chávez-Juárez

Centro de Investigacion y Docencia Economicas

Date Written: December 20, 2011

Abstract

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

Falter, Jean-Marc and Wendelspiess Chávez Juárez, Florian, Does Tracking Shape Intergenerational Transmission of Educational Attainment? Evidence from Switzerland (December 20, 2011). Available at SSRN: https://ssrn.com/abstract=1938281 or http://dx.doi.org/10.2139/ssrn.1938281

Jean-Marc Falter

University of Geneva - Department of Economics ( email )

102 Bd Carl Vogt
Geneva 4, 1211
Switzerland
+41 22 379 9877 (Phone)
+41 22 379 8293 (Fax)

Florian Wendelspiess Chávez Juárez (Contact Author)

Centro de Investigacion y Docencia Economicas ( email )

Carretera Mexico-Toluca 3655
Lomas de Santa Fe
Mexico City, 01210
Mexico

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