This paper addresses how features of educational systems influence the association between social background and educational disadvantage up to the end of secondary school. Boudon’s ideas about the primary effects are brought together with preschool participation and the secondary effects are argued to be strongly related to the stratification of the educational system. The analyses are based on around 35,000 respondents from 29 countries provided by PIAAC. Two-step estimations combining logistic regression models within educational systems (first step) with estimated dependent variable models between educational systems (second step) are applied. The results suggest that a higher preschool participation rate is associated with a lower dependency of educational deprivation (low achievement) on social background in the early years after finishing secondary school.

本文探讨了教育系统的特征如何影响社会背景与教育劣势之间的联系，直至中学期末。Boudon关于主要影响的观念与学前教育的参与结合在一起，而次要影响则被认为与教育体系的分层密切相关。分析是根据PIAAC提供的来自29个国家/地区的约35,000名受访者的。应用两步估计，将教育系统内的逻辑回归模型（第一步）与教育系统之间的估计因变量模型（第二步）相结合。结果表明，学前参与率越高，中学毕业后早期对社会背景的教育匮乏（成就低）依赖性就越低。