Incomplete equalization: the effect of tracking in secondary education on educational inequality

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Incomplete equalization : the effect of tracking in secondary education on educational inequality. / Holm, Anders; Jæger, Mads Meier; Karlson, Kristian Bernt; Reimer, David.

In: Social Science Research, Vol. 42, No. 6, 2013, p. 1431-1442.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Holm, A, Jæger, MM, Karlson, KB & Reimer, D 2013, 'Incomplete equalization: the effect of tracking in secondary education on educational inequality', Social Science Research, vol. 42, no. 6, pp. 1431-1442. https://doi.org/10.1016/j.ssresearch.2013.06.001

APA

Holm, A., Jæger, M. M., Karlson, K. B., & Reimer, D. (2013). Incomplete equalization: the effect of tracking in secondary education on educational inequality. Social Science Research, 42(6), 1431-1442. https://doi.org/10.1016/j.ssresearch.2013.06.001

Vancouver

Holm A, Jæger MM, Karlson KB, Reimer D. Incomplete equalization: the effect of tracking in secondary education on educational inequality. Social Science Research. 2013;42(6):1431-1442. https://doi.org/10.1016/j.ssresearch.2013.06.001

Author

Holm, Anders ; Jæger, Mads Meier ; Karlson, Kristian Bernt ; Reimer, David. / Incomplete equalization : the effect of tracking in secondary education on educational inequality. In: Social Science Research. 2013 ; Vol. 42, No. 6. pp. 1431-1442.

Bibtex

@article{efc95f937a92493198e251a6f0f46225,
title = "Incomplete equalization: the effect of tracking in secondary education on educational inequality",
abstract = "This paper tests whether the existence of vocationally oriented tracks within a traditionally academically oriented upper education system reduces socioeconomic inequalities in educational attainment. Based on a statistical model of educational transitions and data on two entire cohorts of Danish youth, we find that (1) the vocationally oriented tracks are less socially selective than the traditional academic track; (2) attending the vocationally oriented tracks has a negative effect on the likelihood of enrolling in higher education; and (3) in the aggregate the vocationally oriented tracks improve access to lower-tier higher education for low-SES students. These findings point to an interesting paradox in that tracking has adverse effects at the micro-level but equalizes educational opportunities at the macro-level. We also discuss whether similar mechanisms might exist in other educational systems.",
author = "Anders Holm and J{\ae}ger, {Mads Meier} and Karlson, {Kristian Bernt} and David Reimer",
year = "2013",
doi = "10.1016/j.ssresearch.2013.06.001",
language = "English",
volume = "42",
pages = "1431--1442",
journal = "Social Science Research",
issn = "0049-089X",
publisher = "Academic Press",
number = "6",

}

RIS

TY - JOUR

T1 - Incomplete equalization

T2 - the effect of tracking in secondary education on educational inequality

AU - Holm, Anders

AU - Jæger, Mads Meier

AU - Karlson, Kristian Bernt

AU - Reimer, David

PY - 2013

Y1 - 2013

N2 - This paper tests whether the existence of vocationally oriented tracks within a traditionally academically oriented upper education system reduces socioeconomic inequalities in educational attainment. Based on a statistical model of educational transitions and data on two entire cohorts of Danish youth, we find that (1) the vocationally oriented tracks are less socially selective than the traditional academic track; (2) attending the vocationally oriented tracks has a negative effect on the likelihood of enrolling in higher education; and (3) in the aggregate the vocationally oriented tracks improve access to lower-tier higher education for low-SES students. These findings point to an interesting paradox in that tracking has adverse effects at the micro-level but equalizes educational opportunities at the macro-level. We also discuss whether similar mechanisms might exist in other educational systems.

AB - This paper tests whether the existence of vocationally oriented tracks within a traditionally academically oriented upper education system reduces socioeconomic inequalities in educational attainment. Based on a statistical model of educational transitions and data on two entire cohorts of Danish youth, we find that (1) the vocationally oriented tracks are less socially selective than the traditional academic track; (2) attending the vocationally oriented tracks has a negative effect on the likelihood of enrolling in higher education; and (3) in the aggregate the vocationally oriented tracks improve access to lower-tier higher education for low-SES students. These findings point to an interesting paradox in that tracking has adverse effects at the micro-level but equalizes educational opportunities at the macro-level. We also discuss whether similar mechanisms might exist in other educational systems.

U2 - 10.1016/j.ssresearch.2013.06.001

DO - 10.1016/j.ssresearch.2013.06.001

M3 - Journal article

VL - 42

SP - 1431

EP - 1442

JO - Social Science Research

JF - Social Science Research

SN - 0049-089X

IS - 6

ER -

ID: 68078809