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Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries

242 citations0/0 files storedNational Bureau of Economic Research

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School Choice and Performance Global Educational Policies and Reforms Intergenerational and Educational Inequality Studies

Abstract

Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive.To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-indifferences approach.We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems.Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons.The results suggest that early tracking increases educational inequality.While less clear, there is also a tendency for early tracking to reduce mean performance.Therefore, there does not appear to be any equity-efficiency trade-off.

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2003The Failure of Input‐based Schooling Policies 2000Peer Effects in the Classroom: Learning from Gender and Race Variation 1990Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis 2005Learning for tomorrow's world: first results from Pisa 2003 2000The effects of ability grouping on student achievement and resource allocation in secondary schools

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