Grätz Michael
Institut Des Sciences Sociales, University of Lausanne, 1015 Lausanne, Switzerland.
Eur Sociol Rev. 2021 Dec 22;38(4):543-559. doi: 10.1093/esr/jcab065. eCollection 2022 Aug.
Reforms in the minimum school-leaving age are candidates for policies that affect the intergenerational transmission of education. I propose that the societal contexts in which these reforms occur may moderate their effects on educational mobility. To test this hypothesis, I estimate the cross-country variation in the effects of increases in the minimum school-leaving age on educational mobility in four European countries. I employ a regression discontinuity design and data from the European Social Survey and the Survey of Health, Ageing and Retirement in Europe on Austria, Denmark, France, and the Netherlands. The findings provide no evidence to the hypothesis that the reforms in the minimum school-leaving age changed the association between the education of parents and the education of their children in any of the four countries. These findings are robust to measuring educational attainment in a multitude of ways, and they do not vary between men and women. The results are at odds with rational choice theories that expect reforms in the minimum school-leaving age to increase educational mobility.
最低离校年龄的改革是影响教育代际传递政策的备选方案。我认为这些改革发生的社会背景可能会缓和其对教育流动的影响。为了验证这一假设，我估算了四个欧洲国家提高最低离校年龄对教育流动影响的跨国差异。我采用了回归断点设计，并使用了来自欧洲社会调查以及欧洲健康、老龄化和退休调查中有关奥地利、丹麦、法国和荷兰的数据。研究结果没有为以下假设提供证据：在这四个国家中的任何一个，最低离校年龄的改革改变了父母教育与其子女教育之间的关联。这些研究结果在以多种方式衡量教育程度时都很稳健，并且在男性和女性之间没有差异。这些结果与预期最低离校年龄改革会增加教育流动的理性选择理论相悖。
