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

Luciana Méndez-Errico () and Xavi Ramos ()
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Luciana Méndez-Errico: Universidad de la República
Authors registered in the RePEc Author Service: Luciana Méndez Errico

No 487, Working Papers from ECINEQ, Society for the Study of Economic Inequality

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.

Keywords: Schooling transition; selection; inequality; education; ethnicity; cognitive and non-cognitive abilities; sequential dynamic model. (search for similar items in EconPapers)
JEL-codes: I20 I24 J13 J15 J24 (search for similar items in EconPapers)
Pages: 28 pages
Date: 2019-01
New Economics Papers: this item is included in nep-edu
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http://www.ecineq.org/milano/WP/ECINEQ2019-487.pdf (application/pdf)

Related works:
Journal Article: Selection and educational attainment: why some children are left behind? Evidence from a middle-income country (2022)
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)
Working Paper: Selection and educational attainment: Why some children are left behind? Evidence from a middleincome country (2019)
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