Search

Copyright of Revista Latinoamericana de Población is the property of Revista Latinoamericana de Poblacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to probe the degree of correlation between social origins and achievement in higher education and analyze patterns of intergenerational educational mobility in Argentina. The author uses data from a 2010 survey about stratification and social mobility in the country. The research limits itself to Argentina nationwide in the year 2010. The estimates of logistical regression models for the three age groups suggest a moderate reduction in unequal educational opportunities over time. The analysis of educational mobility through log-linear models shows that the greatest reproduction can be seen at the top and at the base of the educational structure. [ABSTRACT FROM AUTHOR]

This paper is based on two independent studies conducted by Rodrigues (2009) and Guimarães (2010). These studies examined intertemporal changes with respect to two educational dimensions: academic achievement and grade progression probability, in Brazil. They employed two distinct databases (SAEB and PNAD) and also two distinct methods (counterfactual decomposition and school transitions models). In both studies, the year of 1999 drew attention because of a throwback in terms of average achievement and low chances of progression. The results show that the effects of student social origins explain a large amount of the low educational outcomes (both achievement and inequality of opportunity) observed in this period and suggest the existence of an interrelationship between achievement and school flow. [ABSTRACT FROM AUTHOR]