The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

Autor/inn/en	Becker, Michael; Lüdtke, Oliver; Trautwein, Ulrich; Köller, Olaf; Baumert, Jürgen
Titel	The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?
Quelle	In: The journal of educational psychology, 104 (2012) 3, S. 682-699Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 696-699
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0027608
Schlagwörter	Intelligenz (Psy); Kognitive Entwicklung; Kognitive Kompetenz; Sekundarbereich; Schullaufbahnentscheidung; Fähigkeitsgruppierung; Ausbildung
Abstract	Examined intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of 1,038 7th graders in 49 schools. Participants completed the Kognitiver Fähigkeitstest (KFT 4-13+) when they were in the 7th grade (T1) and in the 10th grade (T2). In addition, T1 scores of an intelligence test (I-S-T), measures of achievement in mathematics, reading, biology and physics, school grades at the end of 6th grade, and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track, as students attending academic-track schools displayed a larger increase in psychometric intelligence as compared to vocational-track students. This effect was found independent of students' individual and social backgrounds. Theoretical and practical implications are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2