Selection and educational attainment: why some children are left behind? Evidence from a middle-income country

Luciana Méndez-Errico and Xavier Ramos
Authors registered in the RePEc Author Service: Luciana Méndez Errico

Education Economics, 2022, vol. 30, issue 6, 624-643

Abstract: We model schooling as a sequential process and examine why some children are left behind. We focus on the factors that explain selection at early stages of the education system. Our findings for Uruguay suggest that long-term factors, such as parental background or ethnicity matter across all education stages while the effect of short-term factors, such as family income, wear out as individuals progress in the education system, suggesting a severe selection process at early stages.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2022.2027875 (text/html)
Access to full text is restricted to subscribers.

Related works:
Working Paper: Selection and educational attainment: Why some children are left behind? Evidence from a middle-income country (2019)
Working Paper: Selection and Educational Attainment: Why Some Children Are Left Behind? Evidence from a Middle-Income Country (2019)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:30:y:2022:i:6:p:624-643

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2022.2027875

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().