Explaining the Socio-Economic Status School Completion Gap

Autor/inn/en	Polidano, Cain; Hanel, Barbara; Buddelmeyer, Hielke
Titel	Explaining the Socio-Economic Status School Completion Gap
Quelle	In: Education Economics, 21 (2013) 3, S.230-247 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2013.789482
Schlagwörter	Socioeconomic Status; Achievement Gap; Secondary Education; Graduation; Academic Aspiration; Secondary School Students; Parents; Mathematics Tests; Reading Tests; Scores; Foreign Countries; Australia; Longitudinal Surveys of Australian Youth; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Sekundarbereich; Abschluss; Graduierung; Sekundarschüler; Eltern; Lesetest; Ausland; Australien
Abstract	Relatively low rates of school completion among students from low socio-economic backgrounds is a key driver of intergenerational inequality. Linking data from the Programme for International Student Assessment with data from the Longitudinal Survey of Australian Youth, we use a decomposition framework to explain the gap in school completion rates by socio-economic status (SES). The two most important contributing factors are found to be lower educational aspirations of low SES students and their parents and lower numeracy and reading test scores at age 15. Differences in school characteristics by SES are estimated to be relatively unimportant. (Contains 4 tables and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10