2026-04-30T12:02:07Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

c2fac16082b74a4ede770eb9aa6d61be9310dceacd6bd9e32ed48fae446b4be0 2025-06-17T03:14:55Z language:enopenaire_data

DDI study level documentation for study 10.7802/1921 Code: The institutional dimension of class-based educational decision-making: Evidence from regional variation in Switzerland. Code: The institutional dimension of class-based educational decision-making: Evidence from regional variation in Switzerland. Code: The institutional dimension of class-based educational decision-making: Evidence from regional variation in Switzerland. 10.7802/192110.7802/192110.7802/192110.7802/1921 Combet, Benita Combet, Benita GESIS Data Archive for the Social SciencesGESIS Datenarchiv für Sozialwissenschaften BildungsentscheidungPrimärer und sekundärer HerkunftseffektSchulsystemTrackingSwitzerlandBildungsentscheidungPrimärer und sekundärer HerkunftseffektSchulsystemTrackingSwitzerland This article examines to what extent specific institutional arrangement of an education system moderates the influence of social background on students’ track allocation, and whether this happens via primary or secondary effects of social origin. I tackle the problem of omitted-variable bias by analyzing subnational education systems in Switzerland, a country with a variety of cantonal school systems but otherwise homogeneous institutions. The results show a complex picture. First, even though the absolute transition probability to the highest track is higher in education systems with low stratification for students of higher social background, this does not translate into a relative advantage as in most cantons the odds of transitioning do not differ between high- and low-SES students. Second, in line with previous research, I observe that the secondary effect of social origin prevails in more stratified education systems. Third, it is not possible to conclude with certainty that specific features of the education system enable high-SES parents to disproportionately influence their children’s transition probabilities because the results are rather unstable.This article examines to what extent specific institutional arrangement of an education system moderates the influence of social background on students’ track allocation, and whether this happens via primary or secondary effects of social origin. I tackle the problem of omitted-variable bias by analyzing subnational education systems in Switzerland, a country with a variety of cantonal school systems but otherwise homogeneous institutions. The results show a complex picture. First, even though the absolute transition probability to the highest track is higher in education systems with low stratification for students of higher social background, this does not translate into a relative advantage as in most cantons the odds of transitioning do not differ between high- and low-SES students. Second, in line with previous research, I observe that the secondary effect of social origin prevails in more stratified education systems. Third, it is not possible to conclude with certainty that specific features of the education system enable high-SES parents to disproportionately influence their children’s transition probabilities because the results are rather unstable. SwitzerlandSwitzerland cross-sectioncross-section Free access (without registration) - The research data can be downloaded directly by anyone without further limitations.Freier Zugang (ohne Registrierung) - Die Forschungsdaten können von jedem direkt heruntergeladen werden. http://dbkapps.gesis.org/dbkoai/oai.asp oai:dbk.gesis.org:SDN/10.7802_1921 2023-03-11 ddi:codebook:2_5