The education of poor and disadvantaged populations, particularly those from minority subgroups, has been a long-standing challenge to education systems in both developed and developing countries (e.g., World Bank 2001, 2004; Glewwe and Kremer 2006; Planty et al. 2008). For example, over the past decade in the United States the high school dropout rate of Hispanic students has remained at least twice as high as that of white students (Aud et al. 2011). Using data from the German Microzensus and the German Socio-Economic Panel, Alba, Handl, and Müller (1994) found that, relative to young Germans with identical sociodemographic characteristics, Italian, Turkish, and Yugoslav children are overrepresented in the lowest academic track of the German school system.