Tracking Effects Depend on Tracking Type

Anna K. Chmielewski · Hanna Dumont · Ulrich Trautwein

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School Choice and Performance Education, Achievement, and Giftedness Sociology and Education Studies

Abstract

The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students’ academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.

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1986Psychology of intergroup relations 1986Keeping Track: How Schools Structure Inequality.1976Basking in reflected glory: Three (football) field studies.2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?2014Psychologie "' in Erziehung und Unterricht 2001Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects 1985Self-Concept: Its Multifaceted, Hierarchical Structure

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