Does the Timing of Tracking Affect Higher Education Completion?

Autor/inn/en	van Elk, Roel; van der Steeg, Marc; Webbink, Dinand
Titel	Does the Timing of Tracking Affect Higher Education Completion?
Quelle	In: Economics of Education Review, 30 (2011) 5, S.1009-1021 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.04.014
Schlagwörter	Foreign Countries; Higher Education; Graduation; Track System (Education); Secondary Schools; Ability; Socioeconomic Background; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Abschluss; Graduierung; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschule; Fähigkeit; Fertigkeit; Sozioökonomische Lage; Niederlande
Abstract	This paper investigates the effect of the timing of tracking on completion of higher education by exploiting unique variation from the Dutch education system. At the age of 12 Dutch students can enrol in tracked schools or in comprehensive schools. The comprehensive schools postpone enrolment into tracked classes by one or two years. OLS- and IV-estimates, using regional variation in the supply of schools as instruments, show that early tracking has a detrimental effect on completion of higher education for students at the margin of the Dutch high and low tracks. The negative effects of early tracking are larger for students with relatively high ability or students with a higher socioeconomic background. In addition, we find no negative effects of comprehensive classes on higher ability students. These results suggest that increasing participation in comprehensive classes would increase graduation from higher education. (Contains 10 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10