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Better Together? Heterogeneous Effects of Tracking on Student Achievement. CEP Discussion Paper No. 1706

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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
FullText Text:
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  Data: 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
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  Data: 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.]
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      – Text: English
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        PageCount: 74
    Subjects:
      – SubjectFull: Track System (Education)
        Type: general
      – SubjectFull: Ability Grouping
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Geographic Location
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      – SubjectFull: Elementary Education
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      – SubjectFull: Academic Education
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Comprehensive Programs
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      – SubjectFull: Germany
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      – TitleFull: Better Together? Heterogeneous Effects of Tracking on Student Achievement. CEP Discussion Paper No. 1706
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