Does the Track Matter? A Comparison of Students' Achievement in Different Tracks

Autor/inn/en	Dockx, Jonas; De Fraine, Bieke; Vandecandelaere, Machteld
Titel	Does the Track Matter? A Comparison of Students' Achievement in Different Tracks
Quelle	In: Journal of Educational Psychology, 111 (2019) 5, S.827-846 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000305
Schlagwörter	Track System (Education); Academic Achievement; Secondary School Students; Mathematics Achievement; Reading Comprehension; Effect Size; Achievement Gains; Foreign Countries; Social Bias; Equal Education; Gender Differences; Age Differences; Social Influences; Self Esteem; Student Motivation; Learner Engagement; Socioeconomic Status; Well Being; Student Interests; Student Attitudes; Belgium; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Schulleistung; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseverstehen; Achievement gain; Leistungssteigerung; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sozialer Einfluss; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Socio-economic status; Sozioökonomischer Status; Well-being; Wellness; Wohlbefinden; Studieninteresse; Schülerverhalten; Belgien
Abstract	This study compared the effects of being in different tracks during the first 3 years of secondary education on student academic performance. A sample of a longitudinal cohort study in Flanders (3,205 students in 46 schools) was used to describe the learning gains for mathematics and reading comprehension. Four tracks were distinguished, with a clear hierarchy in mean student academic ability. A comparison was made per pair of tracks that are hierarchically consecutive by matching students who are comparable across these tracks. Three matching methods were applied: propensity score matching, Mahalanobis distance matching and coarsened exact matching. Multilevel latent growth curves and generalized estimating equations were used to describe learning gains over the first 3 years of secondary education. The results reveal that hierarchically higher tracks benefit students' academic performance for mathematics and reading comprehension. However, effect sizes differ across tracks, time, and outcomes. Moreover, differences in relative learning progress between compared tracks diminish over time. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01