Abstract
This paper considers the relationship between family background, academic achievement in high school and access to high-status postsecondary institutions in three developed countries (Australia, England and the United States). We begin by estimating the unconditional association between family background and access to a high status university, before examining how this relationship changes once academic achievement in high school is controlled. Our results suggest that high achieving disadvantaged children are much less likely to enter a high-status college than their more advantaged peers, and that the magnitude of this socio-economic gradient is broadly similar across these three countries. However, we also find that socio-economic inequality in access to high-status private US colleges is much more pronounced than access to their public sector counterparts (both within the US and when compared overseas).
Highlights
In the United States, being able to access high quality college education is thought to be an important determinant of later economic success (Haveman & Smeeding, 2006; Bowen, Chingos, & McPherson, 2011)
This paper has examined the extent of socioeconomic inequality in access to high status post-secondary institutions across three developed countries
We have found that academic achievement in high school is an important reason why high SES groups dominate enrollment at elite colleges, substantial direct effects of family background remain
Summary
In the United States, being able to access high quality college education is thought to be an important determinant of later economic success (Haveman & Smeeding, 2006; Bowen, Chingos, & McPherson, 2011). Despite numerous similarities between these three countries (e.g., language, culture, economies, income inequality, educational achievement, university attainment rates, historical ties), there are reasons why elite college access may be more socioeconomically unequal in the US than England or Australia. This includes differences in the cost of tuition, provision of financial aid, geographic dispersion of high status universities, and the complexity of the admissions process.
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