Does schooling decrease socioeconomic inequality in early achievement? A differential exposure approach
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- dc.contributor.author Passaretta, Giampiero
- dc.contributor.author Skopek, Jan
- dc.date.accessioned 2024-04-02T05:40:59Z
- dc.date.available 2024-04-02T05:40:59Z
- dc.date.issued 2021
- dc.description.abstract Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggest schooling can equalize social gaps in learning. Yet recent replication studies have given rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of 1st-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to 1st-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We use recent data from the German NEPS to test school-exposure effects for a series of learning domains. Findings clearly indicate that 1st-grade schooling increases children’s learning in all domains. However, we do not find any evidence that these schooling effects differ by children’s socioeconomic background. We conclude that, although all children gain from schooling, schooling has no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight how our approach complements seasonal comparison studies.
- dc.description.sponsorship Giampiero Passaretta acknowledges funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 822330 (TECHNEQUALITY).
- dc.format.mimetype application/pdf
- dc.identifier.citation Passaretta G, Skopek J. Does schooling decrease socioeconomic inequality in early achievement? A differential exposure approach. Am Sociol Rev. 2021;86(6):1017-42. DOI: 10.1177/00031224211049188
- dc.identifier.doi http://dx.doi.org/10.1177/00031224211049188
- dc.identifier.issn 0003-1224
- dc.identifier.uri http://hdl.handle.net/10230/59614
- dc.language.iso eng
- dc.publisher SAGE Publications
- dc.relation.ispartof American Sociological Review. 2021;86(6):1017-42.
- dc.relation.isreferencedby https://journals.sagepub.com/doi/suppl/10.1177/00031224211049188/suppl_file/sj-pdf-1-asr-10.1177_00031224211049188.pdf
- dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/822330
- dc.rights © American Sociological Association 2021 CC by
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.subject.keyword achievement inequality
- dc.subject.keyword differential exposure approach
- dc.subject.keyword causal effect of schooling
- dc.subject.keyword seasonal comparisons
- dc.subject.keyword Germany
- dc.title Does schooling decrease socioeconomic inequality in early achievement? A differential exposure approach
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion