The purpose of this dissertation is to examine what variables have a stronger incidence on educational attainment in Argentina. I evaluate the impact that several personal, family background and socioeconomic characteristics have on continuation probabilities at different schooling levels after controlling for changes in the returns to education and other macroeconomic variables such as unemployment and inflation rates.;In the model used for the analysis, the probability of schooling attainment is derived from the sequence of grade transition probabilities. By dividing schooling into stages, the schooling-transition model parcels out differentials in overall schooling attainment into differentials in transition rates at various stages. I estimate this model of sequential binary choices using twenty-four years of data extracted from the Argentine Permanent Household Survey (Encuesta Permanente de Hogares), which is similar to the U.S. Current Population Survey. The period covered in this research ranges from 1975 to 1998.;The results show that family income has a small incidence on average continuation probabilities compared to the effects caused by other variables like the number of siblings or parental education. There is also a remarkable difference between males and females in schooling attainment. Females have been achieving more educational attainment than men have during the last decades, though it used not to be like that in the past. Regarding the type of parental union, the results are suggestive of a certain positive value derived from family commitment. The positive benefit from having the two parents living at home is clearly present when parents are married. Students whose parents live in consensual union show poorer levels of schooling achievement. When only one parent is present, it is generally more beneficial for the student if the mother is the one at home. There is no clear evidence that short-term macroeconomic distress significantly affects the general trends of educational attainment, especially at lower and middle schooling levels.
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机译：本文的目的是研究在阿根廷，哪些变量对受教育程度的影响更大。在评估了教育收益的变化以及其他宏观经济变量（例如失业率和通货膨胀率）之后，我评估了几种个人，家庭背景和社会经济特征对不同受教育程度的续学概率的影响；在分析模型中，受教育程度的概率是由年级转变概率的序列得出的。通过将教育分为不同阶段，教育过渡模型将总体受教育程度的差异分解为各个阶段过渡率的差异。我使用从阿根廷永久性家庭调查（Encuesta Permanente de Hogares）提取的二十四年的数据来估算这种顺序二元选择模型，该数据与美国当前的人口调查相似。该研究涵盖的时间段为1975年至1998年。结果表明，与其他变量（如兄弟姐妹或父母的受教育程度）引起的影响相比，家庭收入在平均延续概率上的发生率较低。男女受教育程度也有显着差异。在过去的几十年中，女性取得的教育成就比男性更高，尽管过去的情况并非如此。关于父母联合的类型，研究结果表明，从家庭承诺中可以得到一定的积极价值。当父母结婚时，显然有两个父母住在家里的好处。父母同意生活的学生的学习成绩较差。如果只有一位父母在场，那么如果母亲在家中，通常对学生更有利。没有明确的证据表明，短期的宏观经济困境会严重影响受教育程度的总体趋势，尤其是在初中和中等教育水平上。
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