High School Track Choice and Financial Constraints

Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.

Bibliographic Details

Main Authors:	Bobba, Matteo, Avitabile, Ciro, Pariguana, Marco
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-09
Subjects:	SKILLS, EMPLOYMENT, UNIVERSITY DEGREE, COLLEGE, ITS, ACADEMIC QUALITY, TEACHERS, INFORMATION TECHNOLOGY, DROPOUT RATE, EDUCATIONAL MODALITIES, UPPER SECONDARY LEVEL, SCHOOLING, PUBLIC EDUCATION, TUITION, STUDENT ABILITY, ENROLLMENT, GROUPS, HIGH SCHOOL, HIGHER EDUCATION, CAREER, PAPERS, SCHOOL CENSUS, BINDING, HIGHER TUITION, AVERAGE TREATMENT EFFECT, EXAM, HIGH SCHOOLS, OPEN ACCESS, KNOWLEDGE, MIDDLE SCHOOL, VOCATIONAL SCHOOLS, PRINCIPALS, SCHOOL PRINCIPALS, TRAINING, GEOGRAPHIC DISTRIBUTION, TESTS, GRADUATE, SCHOOL DAYS, ACADEMIC ACHIEVEMENT, ECONOMICS OF EDUCATION, MOBILITY, SCHOLARSHIPS, UNIVERSITY PROGRAMS, SCHOOL PROGRAMS, SECONDARY SCHOOL, PARENTAL EDUCATION, SCHOOL CURRICULUM, LET, VOCATIONAL EDUCATION, LEARNING, RESEARCH, SCHOOL QUALITY, SCHOOL STUDENTS, SCHOOL COMPLETION, MIDDLE SCHOOLS, TEST SCORES, SCHOOL LEVEL, GRANTS, COLLEGE EDUCATION, NUMBER OF STUDENTS PER TEACHER, HUMAN CAPITAL, SCHOOL YEAR, TECHNICAL SCHOOLS, STUDY, SCHOOL FACILITIES, WORKERS, STUDIES, COMPLETION, TUITION FEES, VALUES, STUDENT PREFERENCES, STUDENT, SCHOOLS, SCHOOL ATTENDANCE, EDUCATION INSTITUTIONS, PARTICIPATION, TECHNICAL TRACKS, MINISTRY OF EDUCATION, GRADUATION RATES, ACHIEVEMENT, SCHOOL SUPPLIES, EDUCATION LEVEL, LITERATURE, PEDAGOGICAL METHODS, GRADE LEVELS, LOWER SECONDARY, VOUCHERS, ASSIGNMENT MECHANISM, SECONDARY SCHOOLING, WORKSHOPS, SCHOOL VOUCHERS, TUITION COSTS, CURRICULUM, TEACHER, EDUCATIONAL OUTCOMES, TERTIARY LEVEL, UPPER SECONDARY, ECONOMIC DEVELOPMENT, EDUCATION PROGRAMS, ACHIEVEMENT STANDARDS, EDUCATION, LOW-INCOME STUDENTS, LOWER SECONDARY SCHOOL, STATISTICS, ETHNIC COMPOSITION, SECONDARY ENROLLMENT, VOCATIONAL SCHOOL, FACILITIES, PUBLIC SCHOOL, PUBLIC SCHOOLS, UNIVERSITY, STUDENTS, TECHNICAL EDUCATION, HIGH SCHOOL LEVEL, NUMBER OF STUDENTS, STUDENTS PER TEACHER, UPPER SECONDARY EDUCATION, FEES, HIGH SCHOOL STUDENTS, LABOR MARKETS, ACCESS TO UNIVERSITY, SCHOOL PROGRAM, ACADEMIC ABILITY, SCHOOL, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, TERTIARY EDUCATION, ELITE SCHOOLS, ELITE” SCHOOLS, ACADEMIC YEAR, RETURNS TO EDUCATION,
Online Access:	http://documents.worldbank.org/curated/en/2015/09/25094718/high-school-track-choice-financial-constraints-evidence-urban-mexico https://hdl.handle.net/10986/22850
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