Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries

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ID: 298552
2006
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Abstract
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 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.
Reference Key
openalex_W3122436209 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Eric A. Hanushek, Ludger W ößmann
Journal the economic journal
Year 2006
DOI
10.1111/j.1468-0297.2006.01076.x
URL
https://doi.org/10.1111/j.1468-0297.2006.01076.x
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