Academic Achievement and Tracking -- A Theory Based on Grading Standards

Autor/inn/en	Ehlers, Tim; Schwager, Robert
Titel	Academic Achievement and Tracking -- A Theory Based on Grading Standards
Quelle	In: Education Economics, 28 (2020) 6, S.587-600 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1808594
Schlagwörter	Academic Achievement; Academic Ability; Grading; Models; Parent Background; Learning Motivation; Standards; Track System (Education); Peer Influence; Equal Education; Educational Opportunities; Incentives; Heterogeneous Grouping; Comprehensive Programs; Achievement Gains; Educational Theories + Suchen Sie Ihr Suchwort? Schulleistung; Notengebung; Schulnote; Analogiemodell; Elternhaus; Motivation for studies; Lernmotivation; Standard; Leistungsgruppe; Leistungsdifferenzierung; Bildungsangebot; Bildungschance; Anreiz; Gesamtunterricht; Achievement gain; Leistungssteigerung; Educational theory; Theory of education; Bildungstheorie
Abstract	We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to learn. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are neither synergy effects nor interdependent preferences among classmates. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have a higher eagerness to learn, merging classes will increase the average performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01