Parental background, secondary school track choice, and wages

By Christian Dustmann. 2004

527 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/aed55b7de3fbbb0606272416f4af9abb0150220b

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Citations in the corpus

The Effect of Education on Fertility: Evidence from a Compulsory Schooling Reform (2012, background): “[Figure 1 about here] The sorting of students into the different tracks depends on various criteria and differs by state.3 Assignment to a particular track strongly affects subsequent careers because students rarely change tracks (Pischke 2007, Dustmann 2004).”
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, background): “Both school types are pre-university schools, meaning that most graduates will enter university after having finished school (see Buchmann & Dalton, 2002; Dustmann, 2004; Hillmert & Jacob, 2010 for details).”
Education Policy and Equality of Opportunity (2008, unknown): “Analyses ofability trackingwithindifferent countries includeBauerandRiphahn (2006), Betts and Shkolnik (2000), Dustmann (2004), Epple et al. (2002), Figlio and Page (2002), Galindo-Rueda and Vignoles (2007), Meghir and Palme (2005) and Pekkarinen et al. (2006).”
Selective Schools and Academic Achievement (2007, methodology): “6Based on an analysis of the National Educational Longitudinal Study (NELS), Gamoran (1996) finds that students in city magnet schools (stand-alone and school-within-school) enjoyed higher science, reading and social studies test scores then students in urban comprehensive public high schools.”
Intergenerational Mobility and Marital Sorting (2006, unknown): “As suggested at the outset of the article, this could reflect the fact that the German school system selects pupils into distinct, highly separated educational tracks very early on in life (Jenkins and Schluter, 2002; Dustmann, 2004 ).”
Do Students Benefit from Attending Better Schools? Evidence from Rule‐based Student Assignments in Trinidad and Tobago* (2010, unknown): “As documented by Dustmann (2004) and argued by Manning and Pischke (2006), much of the evidence may not reflect causal relationships since students may select into schools based on unobserved characteristics that also affect outcomes.”
Does School Tracking Affect Equality of Opportunity? New International Evidence (2007, unknown): “5 Dustmann 2004 follows the standard classification, which divides schools into secondary general schools (Hauptschule), intermediate schools (Realschule), and high schools (Gymnasium).”
Teaching teenagers in finance: does it work? (2015, background): “…the lower stream of German high schools, in which most students continue with vocational training after graduation (rather than attending college).7 Dustmann (2004) shows that there is a strong association between family background (parents’ education as well as occupational status) and the…”
Leaving Boys Behind (2015, result): “This is consistent with the high school tracking taking place in many European countries around the ages of ten and 11 (for example, Dustmann 2004).”
Learning for Jobs OECD Reviews of Vocational Education and Training (2008, background): “While information on labour market opportunities is influential, other factors, such as family background, age, gender, geographical distance and peer pressure, also affect student choice (Heckhausen and Tomasik, 2002; Dustman, 2004; Støren, Helland and Grøgaard, 2007; Borghans, De Grip and Heijke, ”