Better Together? Heterogeneous Effects of Tracking on Student Achievement.

Autor/in	Matthewes, Sönke Hendrik
Institution	Centre for Economic Performance
Titel	Better Together? Heterogeneous Effects of Tracking on Student Achievement. Gefälligkeitsübersetzung: Besser zusammen? Heterogene Auswirkungen der Schuldifferenzierung auf die Schulleistung.
Quelle	London (2020), 70 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	CEP discussion paper. 1706
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Bildung; Bildungschance; Chancengleichheit; Schullaufbahn; Schulübergang; Hauptschule; Realschule; Gymnasium; Sekundarbereich; Gesamtschule; Schulleistung; Lernschwierigkeit; Lesen; Mathematik; Bundesland; Auswirkung; Regionaler Vergleich; NEPS (National Educational Panel Study)
Abstract	"I study the effects of early between-school ability tracking on student achievement, exploiting institutional differences between German federal states. In all states, about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a tripledifferences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. These are almost entirely driven by low-achievers. Early and rigid forms of tracking can thus impair both equity and efficiency of school systems." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2021/1