Track recommendations moderate socioeconomic differences during the transition from primary to secondary education

Keller, Tamás (2025) Track recommendations moderate socioeconomic differences during the transition from primary to secondary education. BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION. ISSN 0142-5692

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Abstract

This study investigates how track recommendations moderate socioeconomic status (SES) differences during the transition from primary to secondary education in Hungary. Using survey data on teachers’ track recommendations and students’ application intentions, combined with administrative data on application behaviour and actual admissions, the study finds that SES disparities are concentrated among students recommended for an academic track. Within this group, the average probabilities of intending to apply, applying, and being admitted to the academic track are higher for high-SES students than for their low-SES peers. In contrast, among students who are not recommended the academic track, SES differences are substantively smaller and statistically not significant. The contrasting SES gaps between students recommended/not recommended for the academic track result in a positive interaction effect on admission to academic track secondary schools. Taken together, the findings suggest that teacher agency in shaping SES disparities in academic track enrolment may be more limited than previously assumed. Even when teachers recommend the academic track to student, cultural and institutional factors may still hinder students’ intention to apply, their actual application, and eventual admission to academic track secondary schools.

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