Ability Grouping's Effects on Grades and the Attainment of Higher Education: A Natural Experiment

Autor/in	Bygren, Magnus
Titel	Ability Grouping's Effects on Grades and the Attainment of Higher Education: A Natural Experiment
Quelle	In: Sociology of Education, 89 (2016) 2, S.118-136 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040716642498
Schlagwörter	Ability Grouping; Grades (Scholastic); College Admission; Admission Criteria; Cohort Analysis; Educational Attainment; Effect Size; Experimental Groups; Control Groups; Predictor Variables; School Segregation; Dropout Rate; Achievement Gains; Secondary School Students; Foreign Countries; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Notenspiegel; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Kohortenanalyse; Bildungsabschluss; Bildungsgut; Prädiktor; Achievement gain; Leistungssteigerung; Sekundarschüler; Ausland
Abstract	To test the effect of ability grouping on grades and the attainment of higher education, this study examines a naturally occurring experiment--an admission reform that dramatically increased ability sorting between schools in the municipality of Stockholm. Following six cohorts of students (N = 79,020) from the age of 16 to 26, I find a mean effect close to zero and small positive and negative differentiating effects on grades. With regard to the attainment of higher education, I find a mean effect close to zero, the achievement group gap was unaffected, the immigrant-native gap increased, and the class background gap decreased. These results are consistent with much previous research that has found small mean effects of ability grouping. They are inconsistent with previous research, however, in that I find ability grouping's effects on gaps are rather small and point in different directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01