|Hanushek, Eric A.; Wößmann, Ludger (2006): Does educational tracking affect performance and inequality? differences-in-differences evidence across countries. In: Economic Journal, Vol. 116, No. 510: C63-C76|
This is the latest version of this item.
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, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between 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.
Economics > Chairs > CESifo-Professorship for Empirical Innovation Economics
|Subjects:||300 Social sciences > 330 Economics|
|Deposited On:||15. Apr 2014 08:59|
|Last Modified:||29. Apr 2016 09:17|
Available Versions of this Item
Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries. (deposited 15. Apr 2014 08:59)
- Does educational tracking affect performance and inequality? differences-in-differences evidence across countries. (deposited 15. Apr 2014 08:59) [Currently Displayed]