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In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks. [ABSTRACT FROM AUTHOR]

This study explores the effects of homogamy and heterogamy in socio-economic background and educational level on the marriage rate among cohabitors. Using unique register data and the Cox proportional hazards model, we analyse marriage formation in over 20,000 cohabiting unions in Finland. The large number of observations enables an inspection of the interactive effects in all partner-status combinations. Our results show that homogamy or heterogamy in socio-economic background is of little consequence for the couple’s probability of marrying; homogamy encourages marriage only among cohabitors from farmer families. With regard to education, homogamy increases the marriage rate among cohabitors with a low level of education, but reduces it among the highly educated. Whether educational heterogamy promotes, deters or has no effect on the marriage rate depends on the combination. The results emphasize the importance of a detailed measurement of homogamy and heterogamy when examining the role of group boundaries in union transitions. [ABSTRACT FROM AUTHOR]

This paper uses data sources from England with the unique capacity to measure distances between home addresses and education institutions, to investigate, for the first time, the effect that such distance has on an individual’s post-compulsory education participation decision. The results show that there is a small overall effect. However, when attention is focused on young people who are on the margin of participating in post-compulsory education (according to their prior attainment and family background) and when post-compulsory education is distinguished by whether it leads to academic or vocational qualifications, then greater distance to nearest education institution is seen to have a significant impact on the decision to continue in full–time post-compulsory education. [ABSTRACT FROM PUBLISHER]