This article was published in TSE science magazine, TSE Mag. It is part of the Autumn 2023 issue, dedicated to “The World of Work”. Discover the full PDF here and email us for a printed copy or your feedback on the mag, there.
Have you followed your dreams? Are you worried that your life is on the wrong path? The decisions we make in high school have major implications for our future. Olivier De Groote draws on his research in Belgium to offer advice for students, parents and policymakers on how to make the best educational choices.
Should students’ paths be determined by their grades?
We should ideally give students many options, based on their preferences and ability, without placing unrealistic demands on those who are insufficiently prepared. A lot of the required skills for certain educational tracks are developed before high school: ignoring this can have important consequences, including the likelihood that students will repeat a grade or drop out.
In the Belgian/Flemish context I study, grading standards prevent students from moving to the next grade in certain tracks. This diverts many students to tracks that are better suited to their ability. Students in Belgium are less constrained than in many countries where track choice restricts higher education options. Nevertheless, my research shows that a more academic track has a causal impact on overall higher education enrollment and graduation, but that does not mean it is the best choice for everyone.
I find that underperforming high-school students often repeat grades, ignoring advice to switch to a different track. This is costly for them and for society but does not lead to better educational outcomes. A less academic track can prepare students well for several options later in life, such as specific jobs that do not require a college degree. It can also provide more specialized training for specific programs in higher education. If the goal is to increase academic graduation, we should prepare students better before high school instead of using grade repetition.
We see many other mismatches that better guidance could reduce. In Belgium, educational outcomes are slightly better at the more elitist schools that only offer the most academic track. But many students in elite schools would be better off in more comprehensive schools that offer multiple tracks. And vice versa.
Do social class and gender give students unfair advantages?
In elite schools, 56% of students have a mother with a higher education degree, compared to only 32% in non-elite schools. As school choice is free in Belgium, this is driven by parents’ choices. This is not always ideal, as elite schools are more beneficial for children without highly educated parents.
Students without highly educated parents tend to be on less academic tracks and perform worse in high school, which partly explains why children who have a college-educated parent are more than twice as likely to obtain a college degree. The best way to reduce this socio-economic status (SES) gap is to improve students' skills before high school; for instance, by investing in early childhood education. If initial math and language skills are equalized, it would reduce the SES gap by half. The other half could be due to different preferences for academic programs and for college itself, or differences in other skills.
There are also significant gender gaps. Boys make up only 40% of graduates from academic tracks, but 67% of high-school dropouts. They also more often opt for math-intensive programs.
Should we be encouraging more people to go to university?
Not necessarily. In terms of wages, we know that a college degree is beneficial on average, but not for everyone. Some students also dislike long studies. It's important that students are well trained for the jobs of today and the future, and choose the option in which they have the comparative advantage. For many, this could be good vocational high-school training.
How can higher education better prepare students for 21st-century jobs?
In France and Belgium, limited selection and low tuition fees make college programs very accessible. However, this apparent equality can be misleading. Many college entrants are poorly prepared, leading to low success rates. A failed year of college is also a year of foregone earnings for students and a large cost for taxpayers. To incentivize students to make better decisions, admission standards should be in line with the program's expectations. Students should also pay for their college education through taxes based not only on income and family situation, but also their accumulated years (or cost) of studying. This can help students prioritize suitable programs which develop skills that are in high demand on the job market.
Key takeaways
- It is difficult to expect 12-year-old students to opt for an academic trajectory, if they have not gained the necessary skills. Investing in early childhood education is more promising than requiring underperforming students to repeat grades.
- Policy goals should not focus on increasing participation in (or abolishing) a certain type of school or track. Schools and tracks have diverse impacts, so having multiple options available can be very beneficial for students and society.
- Students (or their parents) often make bad choices. Better guidance is required to find a good match for every child.
FURTHER READING
- Dynamic Effort Choice in High School: Costs and Benefits of an Academic Track, Olivier De Grotte, 2023.
- Tracking and specialization of high schools: heterogeneous effects of school choice, Olivier De Groote, Koen Declercq, 2020.
