How Does Socio-Economic Status Influence Entry into Tertiary Education? Education Indicators in Focus. No. 69

Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	How Does Socio-Economic Status Influence Entry into Tertiary Education? Education Indicators in Focus. No. 69
Quelle	(2019), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2226-7077
Schlagwörter	Socioeconomic Status; Access to Education; Postsecondary Education; Educational Indicators; Equal Education; Educational Policy; Academic Aspiration; Barriers; Foreign Countries; Parent Background; Outcomes of Education; Netherlands; France; Belgium; Israel; Sweden; Norway; Finland; United States + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Ausland; Elternhaus; Lernleistung; Schulerfolg; Niederlande; Frankreich; Belgien; Schweden; Norwegen; Finnland; USA
Abstract	Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual's educational career. In particular, the period from starting upper secondary to entering tertiary education is critical in determining students' future career and education choices. Understanding how socio-economic disparities at earlier levels may influence entry rates to tertiary education will be essential if policy makers are to design better policies to improve equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01