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Ariadne Pfad:

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Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries.

ftp://ftp.iza.org/dps/dp1901.pdfExterner Link

Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, the authors employ an international differences-in-differences approach. They identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.

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Internationaler Vergleich, Bildungsforschung, Vergleichende Erziehungswissenschaft, Schulorganisation, Schülerleistung, Leistungsgruppe, Leistungsdifferenzierung, Gesamtschule, PISA (Programme for International Student Assessment), TIMSS (Third Internatio, Übergangsproblematik, PIRLS (Progress in International Reading Literacy Study),

Bildungsbereich Sekundarstufe I; Sekundarstufe II
Ressourcenkategorie Artikel/Aufsatz/Bericht/Thesenpapier
Medienkategorie Internet
Sprache Englisch
Gehört zu URL http://www.iza.org
Entnommen aus Bonn: Forschungsinstitut zur Zukunft der Arbeit, 27 S. - (IZA discussion paper; 1901)
Angaben zum Autor der Ressource / Kontaktmöglichkeit Wößmann, Lutger; woessmann@ifo.de; Hanushek, Eric A.;
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