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dc.contributor.authorSchütz, Gabrielaen
dc.contributor.authorUrsprung, Heinrich W.en
dc.contributor.authorWoessmann, Ludgeren
dc.date.accessioned2006-04-07-
dc.date.accessioned2010-07-07T09:11:54Z-
dc.date.available2010-07-07T09:11:54Z-
dc.date.issued2005-
dc.identifier.urihttp://hdl.handle.net/10419/33448-
dc.description.abstractWe provide a measure of equality of educational opportunity in 54 countries, estimated as the effect of family background on student performance in two international TIMSS tests. We then show how organizational features of the education system affect equality of educational opportunity. Our model predicts that late tracking and a long pre-school cycle are beneficial for equality, while pre-school enrollment is detrimental at low levels of enrollment and beneficial at higher levels. Using cross-country variations in education policies and their interaction with family background at the student level, we provide empirical evidence supportive of these predictions.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x1906en
dc.subject.jelI21en
dc.subject.jelJ62en
dc.subject.jelH52en
dc.subject.ddc330en
dc.subject.keywordequality of opportunityen
dc.subject.keywordeducational productionen
dc.subject.keywordfamily backgrounden
dc.subject.keywordstudent performanceen
dc.subject.keywordtrackingen
dc.subject.keywordpre-schoolen
dc.subject.keywordefficiency-equity tradeoffen
dc.subject.stwBildungschancenen
dc.subject.stwBildungsniveauen
dc.subject.stwFamiliensoziologieen
dc.subject.stwBildungspolitiken
dc.subject.stwBildungsökonomiken
dc.subject.stwSchätzungen
dc.subject.stwWelten
dc.titleEducation policy and equality of opportunity-
dc.type|aWorking Paperen
dc.identifier.ppn510229980en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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