Carlo Barone

Upper secondary tracks and student competencies: A selection or a causal effect? Evidence from the Italian case

This piece of research examines whether Italian students’ choice of educational track has a causal effect on general skills in reading and mathematics. The research, which relies on a population-level longitudinal dataset, looks at the choices students make at age 14 between four tracks: classical and scientific studies, a general humanistic track, technical, and vocational … Read more

Explaining gender segregation in higher education: longitudinal evidence on the French case

This article asks why gender gaps persist in higher education even though women’s attainment is higher than men’s across the OECD, and even though gender gaps at work are narrowing. Women are still under-represented in subjects such as engineering and computing, and over-represented in human sciences and humanities. The article tests a number of theories … Read more

Relative risk aversion models: How plausible are their assumptions?

This work examines the validity of the two main assumptions of relative risk-aversion models of educational inequality. We compare the Breen-Goldthorpe (BG) and the Breen-Yaish (BY) models in terms of their assumptions about status maintenance motives and beliefs about the occupational risks associated with educational decisions. Concerning the first assumption, our contribution is threefold. First, … Read more

Is vocational education a safety net? The occupational attainment of upper secondary graduates from vocational and academic tracks in Italy

Authors: Carlo Barone, Moris Triventi,
Issue: 2022
Themes: ,

This article assesses the employment and occupational outcomes of upper secondary education graduates from academic and vocational tracks in Italy. In particular, we formulate and test the hypothesis that – contrary to some common expectations – academic graduates outperform vocational graduates at a stage of occupational maturity, even when considering individuals without a tertiary degree. Moreover, we … Read more

Gender segregation in higher education: an empirical test of seven explanations

Gender segregation in higher education (GSHE) is recognized as a key factor to explain the persistence of gender inequalities in the labor market despite the reversal of gender gap in educational attainment. Women are systematically overrepresented in fields of study, such as social sciences and the humanities, which offer relatively poor labor market prospects; at … Read more

Social origins, tracking and occupational attainment in Italy

This study looks at the long-term effects of pupils’ choices between academic and vocational tracks at age 14. It finds that while there is no difference in employability between the two groups, those on the academic track gain advantages even if they do not go on to gain a degree. The analysis is based on … Read more

Social origins, track choices and labour-market outcomes: evidence from the French case

This paper examines the consequences of following an academic versus vocational path in upper secondary school in France in terms of job attainment and earnings at the entrance into the labour market. Using rich nationally representative longitudinal data running from the beginning of secondary education until entrance into the labour market, the researchers identify the … Read more

Educational tracking and long-term outcomes by social origin: Seven countries in comparison

This paper uses longitudinal data from seven countries to assess how systems of educational tracking can impact on social mobility. Studies which simply compare comprehensive and tracked systems may be flawed, the research suggests, because of differences in how countries separate students for instructional purposes. The researchers used large-scale longitudinal data from Denmark, England, Finland, … Read more

Tracking in the Italian Education System

In this report, we provide an overview of tracking, that is the choice of the type of secondary school, in Italy. First, we describe the structure of the Italian education system and its main reforms. We detail broad and curricular tracking both between and within schools. We focus on upper secondary school, since in Italy … Read more

Tracking and Sorting in the French Educational System

This paper provides an overview of tracking policies in secondary education in France. Drawing on two large datasets on educational trajectories and labour-market outcomes, it identifies patterns of social inequalities associated with track allocation in secondary education. It assesses the long-term consequences of track assignment and its mediating role in the association between social origin … Read more