Tracking students in secondary education. Consequences for student performance and inequality.

Autor/in	Korthals, R. A.
Titel	Tracking students in secondary education. Consequences for student performance and inequality.
Quelle	Maastricht, the Netherlands: ROA (2015), ix, 184 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Dissertation, Universität Maastricht, 2015.
Beigaben	Literaturangaben; Abbildungen; Tabellen; Anhang
Sprache	englisch
Dokumenttyp	online; Monografie
ISBN	978-90-5321-536-4
DOI	10.26481/dis.20150618rk
Schlagwörter	Forschungsergebnis; Bildungsniveau; Eltern; Lehrer; Schullaufbahnentscheidung; Schüler; Schulleistung; Gehalt; Dissertation
Abstract	This dissertation examined whether the classification of secondary school pupils into different academic levels (e.g. VMBO (preparatory secondary vocational education), HAVO (senior general secondary education), VWO (pre-university education)) improves academic performance and whether it influences the academic opportunities. For instance, we found that pupils who are about to transition to HAVO or VWO perform better at VWO level and that pupils with highly educated parents receive better academic advice from their teacher in group 8 than their academic performance warrants. We also found that early learners are often categorised at a lower academic level than late learners, and even more so in countries with early selection criteria. This additional misallocation in countries with early selection has little impact on the long-term outcomes like final academic level or salary scale (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/4