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In order to assess trends in the effect of parental status as a determinant of educational outcomes, two distinct models are estimated for a succession of cohorts of Philippine men and women born in the first half of the 20th century. The linear models shows some decline across cohorts in the effects of background on years of schooling; the logistic response model, used to estimate the effects of background variables on specific grade progression probabilities, shows remarkable constancy over time. These results are consistent with an image of the educational system as an ever-expanding pie that is always sliced in the same proportions.
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Herbert L. Smith (1986) studied this question.
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