Suchergebnisse

This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils' primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils' preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the 'vignette-person' (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools' requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.

"This paper deals with the question of when and how lifestyle and its components are important in social stratification. There is considerable consensus among scholars about the structure of the society being a consequence of hierarchical dimensions like occupation, income, or wealth. Some thirty years ago, largely based on Bourdieu's 'Distinction', a new paradigm emerged highlighting the lifestyle components and the value-oriented cultural and material consumption in stratification. The idea reflects the empirical finding that inequality between social classes has largely decreased, giving priority to horizontal lifestyle differentiation instead of vertical inequality dimensions. From a theoretical viewpoint, a challenge in the approach is finding out to what extent lifestyle typology is of a non-vertical character in reality. This social determination of lifestyle is investigated for Hungary when comparing an occupation-based typology with a consumption-based one. On the one hand, results reveal that the effects of structural components on social status are stronger than those of lifestyle. On the other hand, lifestyle turns out to be less independent of social position and the top and bottom levels of the lifestyle typology are particularly predictable by structural measures." (author's abstract)

High school track choice determines college access in many countries. We hypothesize that some qualified students avoid the college-bound track in high school simply because they overestimate admission requirements. To test this hypothesis, we conducted a randomized field experiment that communicated the admission standards of local secondary schools on the academic track to students in Hungary before the application deadline. We targeted the subset of students ("seeds") who occupied the most central position in the classroom-social networks, aiming to detect both direct effects on the track choice of targeted seeds and spillover effects on their untreated peers. We found neither a direct effect nor a spillover effect on students' applications or admissions on average. Further analyses, however, revealed theoretically plausible heterogeneity in the direct causal effect of the intervention on the track choice of targeted seeds. Providing information about admission standards increased applications and admissions to secondary schools on the academic track among seeds who had a pre-existing interest in the academic track but were unsure of their chances of admission. This demonstrates that publicizing admissions standards can set students on a more ambitious educational trajectory. We discuss the implications for theory and policy.