Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/207007
Authors: 
Heisig, Jan Paul
Elbers, Benjamin
Solga, Heike
Year of Publication: 
2020
Citation: 
[Journal:] Compare: A Journal of Comparative and International Education [ISSN:] 1469-3623 [Publisher:] Taylor & Francis [Place:] London [Volume:] 50 [Year:] 2020 [Issue:] 2 [Pages:] 165-184
Abstract: 
We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational attainment (formal qualifications) and educational achievement (competencies) and in both absolute and relative terms (i.e. as the individual’s rank in the distribution of educational success). Parental education effects are stronger for educational attainment than for achievement in all countries. Cross-national variation in the strength of social background effects follows broadly similar patterns for the different ways of measuring success, but a few countries combine relatively strong achievement with relatively weak attainment effects and vice versa. Tracking in secondary education is associated with stronger background effects for educational attainment but not for achievement. Greater prevalence of formal (non-formal) AET is associated with stronger (weaker) background effects for both attainment and achievement, while vocational orientation of upper secondary education does not matter much.
Subjects: 
educational attainment
secondary education systems
tracking
competencies
PIAAC
Persistent Identifier of the first edition: 
Creative Commons License: 
https://creativecommons.org/licenses/by-nc/4.0/
Document Type: 
Article
Document Version: 
Published Version

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