The Inequality Implications of Highly Selective Promotion Practices

Autor/in	Mete, Cem
Titel	The Inequality Implications of Highly Selective Promotion Practices
Quelle	In: Economics of Education Review, 23 (2004) 3, S.301-314 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2003.10.003
Schlagwörter	Foreign Countries; Family Characteristics; Dropouts; Selective Admission; Higher Education; Socioeconomic Influences; Educational Practices; Elementary Secondary Education; Policy Analysis; Student Promotion; Funding Formulas; Equal Education; Developing Nations; Poverty; Institutional Characteristics; Tunisia + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsselektion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozioökonomischer Faktor; Bildungspraxis; Politikfeldanalyse; Support of studies; Studienförderung; Funding; Finanzierung; Developing country; Developing countries; Entwicklungsland; Armut; Tunesien
Abstract	Faced with the evident impossibility of providing free or significantly subsidized secondary and higher education to all, many poor and middle income countries choose to educate only those students who are most promising, using public examinations as means of distributing scarce resources. This paper investigates the inequality implications of highly selective education systems, using data from Tunisia. It explores the determinants of progression from primary to junior secondary school and what primary school dropouts do after they leave school. The results indicate that school characteristics play a key role in determining a student's successful completion of primary school. The typical definition of ''dropouts'' is argued to be too general to be useful in this context, and the distinction is made between the dropouts who were asked to leave and the ones who were allowed to stay in school as repeaters. This analysis shows that the importance of the influence of family characteristics on children's human capital changes significantly (and within and across family inequalities become more visible) when one takes into consideration not only the successful completion of primary school but also the status of dropouts after they leave school. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10