Track choice and socio-economic origin: measuring and explaining academic inhibition

Nina Guyon and Elise Huillery

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Abstract: Pupils from modest socio-economic backgrounds choose less selective academic tracks than others at the same level of ability. Pupils from more modest backgrounds underestimate their own ability; they believe that they are less likely to succeed in a selective academic track, and they have a tendency to conform to the choices of their peers. In addition, outside influence (from the parents or school) over the course of the last year of junior high tends to exacerbate the gap for weaker students, but narrow the gap for stronger students. We propose specific policy interventions based on these findings.

Date: 2016-02
Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-03392016v1
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Published in LIEPP Policy Brief, 2016, 23, ⟨10.25647/liepp.pb.23⟩

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Working Paper: Track choice and socio-economic origin: measuring and explaining academic inhibition (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:hal:spmain:hal-03392016

DOI: 10.25647/liepp.pb.23

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