Inequality of Educational Opportunity in Switzerland: Exploring Regional Differences and Institutional Factors

Abstract

This study uses a comprehensive approach to assess educational mobility by considering multiple social background factors. The inequality of educational opportunity (IEOp) framework estimates the share of inequality in educational performance attributable to circumstances beyond students' control, reflecting the social justice principle that inequalities not based on individual choices are unfair. This analysis uses representative data from Switzerland's end-of-compulsory school exam to examine how social and family background characteristics contribute to variability in student performance, resulting in an inequality of educational opportunity index. The results show that circumstances beyond students' control account for 21% of the variation in achievement at the national level. Canton-level analysis reveals variations from 14% to 30%, with higher educational inequality in the German-speaking regions. Decomposing the IEOp estimates highlights key factors such as the number of books at home, parental education, and occupation. The level of inequality correlates with institutional features such as secondary school stratification, primary school inputs, and spending on compulsory education. Higher stratification is associated with greater inequality of opportunity without improving overall student achievement. Conversely, more instructional time in primary school enhances student performance, particularly for those from lower socioeconomic backgrounds, reducing inequality. Increased spending on compulsory education is also linked to reduced IEOp. The findings support the theory that early-age schooling can reduce inequalities and improve achievement while challenging the notion that stratification in secondary schools is necessary to enhance student performance.