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Render unto primary the things which are primary's: Inherited and fresh learning divides in Italian lower secondary education
ARTICLE

Economics of Education Review Volume 35, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

We employ a pseudo-panel approach to link the achievements of the same cohort of Italian students over two waves of the Trends in International Mathematics and Science Study. As we investigate the determinants of learning divides in math and science at the end of the lower secondary school (grade 8), we are able to tackle cumulative effects of education by controlling for the estimated prior score (grade 4). We find that the gender gap in math observed at grade 8 should actually be ascribed to primary education, while both school levels contribute to the emergence of the girls’ gap in science. In both subject, lower secondary schools are responsible for the largest part of the learning divide due to family background. On the other hand, foreign-origin students show a remarkable recovery at the lower secondary school, once their entry-level of competence is taken into account.

Citation

De Simone, G. (2013). Render unto primary the things which are primary's: Inherited and fresh learning divides in Italian lower secondary education. Economics of Education Review, 35(1), 12-23. Elsevier Ltd. Retrieved December 5, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.03.002

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