Educational Inequality During Primary School

AbstractBy using school history, we want to answer the question, how institutional conditions and one's social background have an impact on students receiving different educational tracks at fifths grade. These impacts could be explained by the theories of Boudon (1974) and Bourdieu (1983). Therefore one can assume that structural characteristics of the pupils’ social background (e.g. low capital of the family) as well as radical changes during primary school (e.g. relocation) have a negative impact on their school career. This paper presents analyses using data from the National Educational Panel Study (NEPS)