School systems are called not only to instruct and socialize students but also to differentiate among them. Although much research has investigated inequalities in educational outcomes associated with students’ family background and other ascriptive traits, little research has examined cross-national differences in the total amount of differentiation that school systems produce, the total achievement inequality. This article evaluates whether two dimensions of educational systems—variations in opportunities to learn and intensity of schooling—are associated with achievement inequality independent of family background. It draws data from the Programme for International Student Assessment for more than 50 school systems and models the variance in achievement. Findings suggest that decreasing the variability in opportunities to learn—in the form of greater homogeneity in teacher quality and the absence of tracking—within the school system might reduce achievement inequality. More intense schooling is also related to lower achievement inequality to the extent that this intensity is homogeneously distributed within the school system, particularly in the form of a more highly qualified teacher workforce.
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