Better Together? Heterogeneous Effects of Tracking on Student Achievement.

Autor/in	Matthewes, Sönke Hendrik
Titel	Better Together? Heterogeneous Effects of Tracking on Student Achievement. Gefälligkeitsübersetzung: Besser zusammen? Heterogene Auswirkungen der Schuldifferenzierung auf die Schulleistung.
Quelle	In: The economic journal, 131 (2021) 635, S. 1269-1307 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-0133; 1468-0297
DOI	10.1093/ej/ueaa106
Schlagwörter	Bildung; Bildungschance; Chancengleichheit; Lebensalter; Schullaufbahn; Schulübergang; Hauptschule; Realschule; Gymnasium; Sekundarbereich; Gesamtschule; Schulleistung; Lernschwierigkeit; Lesen; Mathematik; Bundesland; Auswirkung; Einflussfaktor; Regionaler Vergleich; NEPS (National Educational Panel Study); Deutschland
Abstract	"I study the effects of early between-school ability tracking on student achievement. My research design exploits 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 triple-differences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. The average effects are almost entirely driven by low achievers, while effects for high achievers are null. Early and rigid forms of tracking can thus impair both the equity and the efficiency of school systems." The study refers to the period 2010-2012 (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2025/3