There is a high level of inequality in educational opportunity in Israel, even after decades of educational reforms and initiatives. A new study published by the Taub Center highlights the long-term effect of tracking and sorting mechanisms in high school programs and estimates the likelihood of acquiring an academic degree and attaining high-earning employment. According to its findings, there is a close connection between a student’s socioeconomic background and the sorting into tracks. The tracking in high school accounts for almost 30% of the explained variance of earnings in adulthood and it is the second most important factor in explaining disparities in earnings, after gender. Although the basic academic track increased the chances of attaining a Bagrut (matriculation) certificate, the chances of its graduates acquiring an academic degree and finding a high-earning job are low, and essentially, the “tracking effect” persists even today.
The study published today examines the long-term impact of tracking and sorting mechanisms in high school programs on students who were in high school during the 1990s and on the resulting inequality. The study was conducted by Dr. Eyal Bar-Haim, a postdoctoral fellow in the Department of Education at Ben-Gurion University of the Negev, and Prof. Yariv Feniger, a member of the faculty of the Department of Education at Ben-Gurion University of the Negev and a fellow in the Taub Center Education Policy Program. The researchers differentiate between five main tracks in secondary education in Israel: the advanced science and technology track, the regular academic track, the basic academic track, the regular technology track, and the vocational track. This categorization makes it possible to focus on the basic academic track, which was added to the system in the 1990s in order to meet the needs of low-achieving students, most of whom came from weak socioeconomic backgrounds and who were usually referred to the vocational tracks before the new academic track was introduced.
The study examines for the first time the impact of the basic academic track on its graduates, from the perspective of their education and employment outcomes during the fourth decade of their lives. The findings of the study show that the likelihood of students in the basic academic track acquiring an academic education and attaining high-paying employment is similar to that of graduates of the vocational track. Prof. Feniger emphasizes that: “This is the first time that the problematic nature of this track has been studied from the perspective of educational and employment mobility. This track is different from the old vocational tracks, but it produces similar outcomes and essentially the negative effect of tracking continues to exist until today.”
There is a close relationship between parents’ education and the high school track
The findings indicate a close connection between parents’ education and their children’s educational track. The chances of children of educated parents studying in a prestigious track — and later on acquiring an academic education and attaining high-earning employment — are much higher than for children of parents without an academic education.
Tracking harms the chances of acquiring an academic degree and attaining high-earning employment
The study found that there is a clear connection between a student’s socioeconomic background and their educational track and that the type of track has a long-term impact on their chances of acquiring an academic degree and attaining high-earning employment during the fourth decade of their lives.
Placement in an educational track is connected to the acquisition of skills that are relevant in the labor market and to the development of employment aspirations. According to the study’s findings, the tracks account for almost 30% of the explained variance in earnings.
There is still significant inequality in educational opportunities today and reforms carried out from the 1970s to the 1990s did not meaningfully change the close relationship between a student’s socioeconomic background and their educational track placement. Dr. Bar-Haim points out that: “The study proves that even a reform that is based on choice — whether it be the choice of the students, the parents, the teachers, or the principals — cannot alleviate the inequality in educational opportunities, which creates disparities in the labor market as well. To reduce inequality, it must be dealt with directly rather than by building mechanisms that try to conceal it.”
With respect to the findings, Prof. Avi Weiss, the Taub Center President, stated that: “The study’s findings highlight a major barrier to social mobility in Israel; however, they also set out a roadmap for improving the situation. The high school study track is important not just with respect to the likelihood of acquiring an academic education but also for its impact on future earning ability, even after controlling for the effect of an academic education on earnings. The effort to integrate students from weaker populations into prestigious tracks has the potential to impact positively on Israeli society.”
The Taub Center for Social Policy Studies in Israel is an independent, non-partisan socioeconomic research institute. The Center provides decision makers and the public with research and findings on some of the most critical issues facing Israel in the areas of education, health, welfare, labor markets and economic policy in order to impact the decision-making process in Israel and to advance the well-being of all Israelis.