Abstract
School tracking is usually criticised as a mechanism for social and cultural reproduction. Evidence from the literature shows a significant effect of early tracking on social inequality. Some studies also show that early tracking has a negative effect on the probability of completing higher education. This study uses PISA 2009 data and the propensity score matching technique to compare the effect of academic and vocational tracks on students' educational expectations and whether the effect varies across different socio-economic status in Austria, a country with an early tracking system, and Italy, a country with a later tracking system. The results show that students in Italy have significantly higher educational expectations for academic tertiary degrees than students in Austria. However, the findings do not show any evidence that the effect of tracking on expectations varies by students' socio-economic status in either country. The findings suggest that a later tracking system is associated with higher probabilities of having academic educational expectations; however, this finding should be interpreted with caution as the higher education and vocational education systems are different between the two countries, as well as the valuation of tertiary degrees in the labour market.
Published Version
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