The Social Situation in Educational Access 2003 (SUF edition)

Full edition for scientific use. The connection between educational information, social background, achievement and the level of education achieved and the associated labour market outcomes of young people is undisputed, both, internationally and nationally, and both, in the educational policy debate and in the educational science debate. Nevertheless, there has been a lack of clear evidence at the interface level of the Austrian education system to enable a holistic view of all school and training selection processes up to the end of secondary education. The objective of this research project was to close these information deficits in the context of decisions on educational pathways by comprehensively identifying, quantifying and analysing relevant influencing criteria for school career decisions across the entire school sector for the first time. Recent approaches in education economics extend the original criteria of rational choice theory (e.g. identical rates of return from an investment in education for all population groups) by taking into account the social position of the individuals and by focusing on differences in educational returns. Accordingly, the actors systematically make different educational decisions primarily on the basis of their position in the social status system. The calculated costs and returns are to be seen in relation to the social position. In addition, it is taken into account that the actors (different from the pure rational choice theory) cannot be fully informed about the consequences of educational decisions with regard to the expected life income.

供科研使用的完整版数据集。无论在国际还是国内层面，抑或是教育政策研讨与教育科学研究领域中，青少年的教育信息、社会背景、学业成就与最终受教育水平，以及与之相关的劳动力市场就业结果之间的关联，均已成为学界公认的结论。然而，针对奥地利教育体系的各衔接环节，目前仍缺乏清晰的实证依据，无法实现对中等教育阶段结束前所有学校与培训选拔流程的全景式审视。本研究项目的目标，正是首次通过对全学段学校升学决策相关影响因素的全面识别、量化与分析，填补教育路径决策场景下的这类信息缺口。教育经济学领域的新近研究范式，将个体社会地位纳入考量，并聚焦教育回报的差异，以此拓展了理性选择理论（rational choice theory）的原有评判标准——例如原理论假设所有群体的教育投资回报率完全一致。据此，教育决策主体主要基于自身在社会地位体系中的位置，系统性地做出差异化的教育选择。其所考量的教育成本与回报，均需结合其社会地位进行解读。此外，与纯粹的理性选择理论不同，该范式还考虑到：决策主体无法完全掌握教育决策对预期终身收入产生的影响后果。