Better Together? Heterogeneous Effects of Tracking on Student Achievement. CEP Discussion Paper No. 1706
Saved in:
| Title: | Better Together? Heterogeneous Effects of Tracking on Student Achievement. CEP Discussion Paper No. 1706 |
|---|---|
| Language: | English |
| Authors: | Matthewes, Sönke Hendrik, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) |
| Source: | Centre for Economic Performance. 2020. |
| Availability: | Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 74 |
| Publication Date: | 2020 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Elementary Education |
| Descriptors: | Track System (Education), Ability Grouping, Secondary Education, Program Effectiveness, Reading Achievement, Mathematics Achievement, Foreign Countries, Geographic Location, Elementary Education, Academic Education, Vocational Education, Comprehensive Programs |
| Geographic Terms: | Germany |
| ISSN: | 2042-2695 |
| Abstract: | I study the effects of early between-school ability tracking on student achievement, exploiting institutional differences between German federal states. In all states, about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a triple-differences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. These are almost entirely driven by low-achievers. Early and rigid forms of tracking can thus impair both equity and efficiency of school systems. [This paper was produced as part of the Centre's Education and Skills Programme.] |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | ED607003 |
| Database: | ERIC |
| Abstract: | I study the effects of early between-school ability tracking on student achievement, exploiting institutional differences between German federal states. In all states, about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a triple-differences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. These are almost entirely driven by low-achievers. Early and rigid forms of tracking can thus impair both equity and efficiency of school systems. [This paper was produced as part of the Centre's Education and Skills Programme.] |
|---|---|
| ISSN: | 2042-2695 |
