Education, Competence Development and Career Trajectories: Analysing Data of the National Educational Panel Study (NEPS)

Acknowledgements
Contents
About the Editors and Contributors
Chapter 1: Introduction - Education, Competence Development and Career Trajectories
1.1 Introduction
1.2 The Relevance of Longitudinal Data for the Study of Education: Competence Development, Educational Pathways, and Careers A...
1.3 Germany as a Special Case
1.4 The Structure of the Book
References
Part I: Competence and Skill Development: Individual Characteristics, Learning Environments, and Contextual Factors
Chapter 2: Quality of Early Learning Environments: Measures, Validation, and Effects on Child Development
2.1 Relevance, Results, and Challenges of Research on Early Childhood Education and Development
2.1.1 Theoretical and Empirical Background and Research Questions
2.1.2 The Newborn Cohort Study of the German National Educational Panel Study (NEPS-SC1)
2.2 Early Mother-Child Interaction: Stability of Quality Measures, Distinguishable Dimensions, and Effects on Early Child Deve...
2.2.1 Quality Measures of Mother-Child Interaction as an Important Basis of Early Child Development
2.2.2 Stability of Quality Measures of Mother-Child Interaction Across Situations and Time Points
2.2.3 Micro-analytic Validation of the Macro-analytic Rating System of the NEPS and Differentiating Dimensions of Interaction ...
2.2.4 Impact of Quality of Mother-Child Interaction on Child Development
2.3 Effects of Social Inequality and Cumulative Risk Factors on Maternal Interaction Quality
2.4 Quality and Effects of External Early Childcare: Validation of the NEPS-SC1 Report Measure and Effects on Early Socio-emot...
2.5 Some Concluding Remarks
Appendix
References
Chapter 3: The Emergence of Gender-Specific Competence Patterns and Decision Making During the Course of Educational and Job C...
3.1 Introduction
3.2 The Development of Gender-Specific Mathematical Competencies in Preschool Children and the Influences of the Family
3.2.1 Results of the Analyses at Age 4: Are There Already Pronounced Gender Differences in Mathematical Competencies at This A...
3.2.2 Results of Analyses at Age 6: Do Gender Differences in Mathematical Competencies Change Between Ages 4 and 6? What Is th...
3.3 Gender-Specific Differences in Elementary School Performance and in the Transition to Secondary Education: Primary and Sec...
3.4 Gender-Specific Choices in Transitions to and Within Tertiary Education: Do Gender Differences Persist?
3.5 The Role of Mothers in Their Daughters´ Educational and Occupational Career over Cohorts
3.6 Conclusions and Discussion
References
Chapter 4: Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Asses...
4.1 Introduction
4.2 Theoretical Perspectives on Competence Development in Adulthood
4.3 NEPS and PIAAC-L: Opportunities and Challenges for the Study of Competencies
4.3.1 Research Designs of Prior Work
4.3.2 The Unique Data Troves of NEPS and PIAAC-L
4.3.3 Challenges and Pitfalls
4.3.3.1 Retest Artefacts and Regression Toward the Mean
4.3.3.2 Measurement Error
4.3.3.3 Selectivity
4.4 How Stable or Malleable Are Literacy and Numeracy in Adulthood?
4.5 What Factors Drive Gains and Losses in Competencies?
4.5.1 Cumulative Advantage (`Matthew Effects´)
4.5.1.1 Education, SES, and Cultural Capital
4.5.1.2 No Matthew Effects for Competencies as Such
4.5.1.3 No Clear Evidence of Gender Differences But Small Age Differences
4.5.2 Fluid Cognitive Abilities
4.5.2.1 Basic Cognitive Skills Predict Positive Change in Competencies
4.5.2.2 `General Slowing´ Might Impair Competencies
4.5.3 Practice Engagement
4.5.3.1 Engagement in Literacy and Numeracy Practice Ranks Among the Strongest Predictors of Competence Development
4.5.3.2 Job-Related Training per se Does Not Contribute to Literacy and Numeracy Growth
4.6 Avenues for Future Research
4.7 Conclusion
References
Chapter 5: The Interplay Between Instructional Pace, Skill Externalities, and Student Achievement: An Empirical Assessment
5.1 Introduction
5.2 Model and Hypotheses
5.2.1 Summary of the Theoretical Model
5.2.2 The Three Hypotheses
5.3 Empirical Strategy
5.3.1 Data, Institutions, and Descriptive Statistics
5.3.2 Empirical Tests of H1 and H2
5.3.3 The Empirical Test of H3
5.4 Results
5.4.1 Main Findings
5.4.2 Robustness Checks Based on Reading Scores
5.5 Summary and Conclusions
References
Chapter 6: Addressing Environmental and Individual Factors in Early Secondary School: The Roles of Instruction Techniques and ...
6.1 Introduction
6.2 The Multilevel-Supply-Use Model
6.2.1 Environmental Learning Factors
6.2.2 Individual Learning Factors
6.2.3 Instructional Activities
6.2.4 Mediating Factors
6.2.5 Present Studies and Research Questions
6.3 Study 1
6.3.1 Methods
6.3.1.1 Models
6.3.1.2 Notes on Variables Used
6.3.2 Results
6.3.2.1 Student Background Variables
6.3.2.2 Teaching Techniques
6.3.2.3 Class Size
6.3.3 Brief Discussion
6.4 Study 2
6.4.1 Methods
6.4.1.1 Notes on Variables Used in the Final Models
6.4.2 Results
6.4.3 Brief Discussion
6.5 General Discussion
6.5.1 Environmental Factors
6.5.1.1 Socio-economic Status
6.5.1.2 Second-Language Learners
6.5.2 Individual Learning Factors
6.5.2.1 Special Education Needs
6.5.2.2 Self-Perceptions
6.5.3 Classroom Factors
6.5.4 Supply and Use
6.6 Conclusions
References
Chapter 7: An Illustration of Local Structural Equation Modeling for Longitudinal Data: Examining Differences in Competence De...
7.1 Introduction
7.2 Longitudinal Local Structural Equation Modeling
7.2.1 Longitudinal Structural Equation Models
7.2.2 Including Covariates in a Longitudinal Structural Equation Model
7.2.3 Local Structural Equation Modeling
7.3 Method
7.3.1 Sample
7.3.2 Measures
7.3.2.1 Mathematical Competence
7.3.2.2 Reading Competence
7.3.2.3 Parental Education
7.3.3 Statistical Analysis
7.3.3.1 Latent Growth Curve Model
7.3.3.2 Examining the Effect of Parental Education
7.4 Results
7.4.1 Mean Level Differences
7.4.2 Differences in Variances and Covariances
7.4.3 Testing Moderation Effects
7.5 Discussion
7.5.1 Extensions of the LSEM Method
7.5.2 Alternative Modeling Approaches
7.5.3 Conclusion
References
Part II: Educational Transitions and Pathways: Influencing Factors and Outcomes
Chapter 8: Inequality in Educational Transitions During Secondary School: Results from the German National Educational Panel S...
8.1 Introduction
8.2 Secondary Education in Germany
8.3 State of Research
8.3.1 Social Selectivity in Secondary Education in Germany
8.3.2 Research Questions
8.4 Data and Methods
8.4.1 Sample
8.4.2 Variables and Data Handling
8.4.3 Analytical Strategy and Limitations
8.5 Results
8.5.1 Initial Distribution of Students in Secondary Schools
8.5.2 Quantifying Changes Between Different Types of Secondary School
8.5.3 Identifying Selectivity in Upward and Downward Transitions
8.5.4 Multivariate Findings: Downward Transitions from USS
8.6 Discussion
Appendix
References
Chapter 9: Alternative Routes to Higher Education Eligibility: Inclusion, Diversion and Social Inequality on the Way to Higher...
9.1 Introduction and Background
9.2 The Context: Reforms and Alternative Routes to Higher Education Eligibility
9.3 Social Mechanisms: Intended and Unintended Consequences of the Reforms
9.4 Data
9.5 Alternative Routes and Overall Social Inequality
9.6 Diversion Mechanisms
9.6.1 Aspirations
9.6.2 Competence Development
9.7 Conclusions
References
Chapter 10: Dropping Out of Higher Education in Germany: Using Retrospective Life Course Data to Determine Dropout Rates and D...
10.1 Introduction
10.1.1 Definitions and Methodological Challenges
10.1.2 The Institutional Perspective
10.1.3 The Individual Life Course Perspective
10.1.4 Research Designs and Data Structures
10.1.5 Exmatriculation Surveys and Prospective Panel Designs
10.1.6 Retrospective Life Course Data: NEPS Starting Cohort 6 as Database for Dropout Research
10.2 Methods
10.2.1 Sample
10.2.2 Analytical Approach
10.2.3 Variables
10.3 Results
10.3.1 Non-completion, Re-entry and Graduation
10.3.2 Destinations After Non-completion
10.3.3 Destinations after Dropout
10.4 Conclusions and Discussion
References
Chapter 11: Studying Influences of Socio-economic Contexts and Spatial Effects on Educational Careers
11.1 Introduction: Socio-spatial Contexts and Educational Outcomes
11.2 Our Contribution: Conceptualization, Data Preparation, and Flexible Measurement of Context and Spatial Effects
11.2.1 Conceptual Starting Points for Studying Context Effects
11.2.2 Screening and Preparation of Relevant Contextual Data
11.2.3 Spatial Methods and Their Application in Substantive Research on Education
11.3 Outlook: Promising Venues of Future Research
11.3.1 Impact of Socio-spatial Contexts Along the Educational Life Course
11.3.2 Simultaneous Impact of Multiple Contexts
11.3.3 Inter-group Differences in Socio-spatial Contextual Effects
References
Part III: Vocational Training and Labour Market
Chapter 12: Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go?
12.1 Introduction
12.2 The German Institutional Context
12.3 Data Source
12.4 The Heterogeneity of Low-Achieving School-Leavers
12.4.1 What School Type Do They Come From?
12.4.2 Agentic Resources
12.4.3 Social Resources
12.5 School-to-Work Transitions
12.5.1 Improvement of School-Leaving Certificates
12.5.2 Transitions to Vocational Training
12.6 Conclusions
References
Chapter 13: Occupational Sex Segregation and its Consequences for the (Re-)Production of Gender Inequalities in the German Lab...
13.1 Introduction
13.2 Theoretical Framework
13.3 Long-Term Trends in Occupational Sex Segregation
13.4 Causal Links Between Occupational Sex Segregation and Other Occupational Characteristics
13.5 How Occupational Characteristics Structure Gender Inequalities in Non-monetary Labour Market Returns
13.6 Occupational Sex Segregation and the Gender Wage Gap
13.7 Conclusions
References
Chapter 14: Employment-Related Further Training in a Dynamic Labour Market
14.1 Introduction
14.2 Data
14.2.1 The National Educational Panel Study (NEPS)
14.2.2 Administrative Data from the German Federal Employment Agency
14.3 Sample Restrictions and Main Analysis Variables
14.3.1 Sample
14.3.2 Dependent Variables
14.3.3 Independent Variables
14.3.4 Control Variables
14.4 Descriptive Statistics
14.5 Empirical Strategy
14.6 Results
14.6.1 Determinants of the Training Gap Between Routine and Non-routine Workers
14.6.2 Decomposition Results
14.7 Conclusion and Outlook
Appendix
References
Chapter 15: Regional Factors as Determinants of Employees´ Training Participation
15.1 Introduction
15.2 Data and Opportunities to Merge Regional Characteristics
15.3 The Impact of Local Employer Competition on Training Incidence
15.4 Regional Training Supply as a Predictor of Individuals´ Training Participation
15.5 Conclusion
References
Part IV: Individuals with Migration Background
Chapter 16: Is the First Language a Resource, an Obstacle, or Irrelevant for Language Minority Students´ Education?
16.1 Introduction
16.2 The Role of L1 in Language-Minority Students´ Educational Success: Theoretical Background
16.2.1 L1 as a Resource for Educational Success
16.2.2 L1 as Irrelevant or Detrimental for Educational Success
16.3 The Role of L1 in Language-Minority Students´ Educational Success: Key Findings
16.3.1 Interdependence Between L1 Listening Comprehension and L2 Reading Comprehension
16.3.2 Immigrant Bilingualism and Third Language Learning
16.3.3 L1 Use and Mathematics Achievement
16.3.4 L1 Exposure and L1/L2 Proficiency
16.4 Conclusions
References
Chapter 17: Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany
17.1 Introduction
17.2 The German Education and Vocational Training System
17.3 Theoretical Background
17.4 Previous Empirical Findings
17.5 Data and Analytical Strategy
17.6 Empirical Results
17.6.1 Descriptive Results
17.6.2 Multivariate Results
17.7 Summary and Conclusion
Appendix
Question Wording: Prospective Information from Students
Question Wording: Retrospective Information from Students
References
Chapter 18: Gendered Occupational Aspirations: A Comparison of Young Native-Born and Turkish Minority Women
18.1 Introduction
18.2 The Occupational and Vocational Training Situation of (Young) Women in Germany: State of Research
18.3 Theoretical Background and Expectations
18.4 Data and Variables
18.5 Analyses and Results
18.5.1 Descriptive Evidence
18.5.2 Multivariate Analyses
18.6 Conclusions and Discussion
Appendix
References