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

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.
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Nina Guyon, Elise Huillery. Track choice and socio-economic origin: measuring and explaining academic inhibition. LIEPP Policy Brief, Laboratoire interdisciplinaire d’évaluation des politiques publiques (LIEPP, Sciences Po), 2016, ⟨10.25647/liepp.pb.23⟩. ⟨hal-03392016⟩



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