The Effects of Early Between-School Tracking on Gender Segregation and Gender Gaps in Achievement: A Differences-in-Differences Study

Autor/inn/en	Steinmann, Isa; Strello, Andrés; Strietholt, Rolf
Titel	The Effects of Early Between-School Tracking on Gender Segregation and Gender Gaps in Achievement: A Differences-in-Differences Study
Quelle	In: School Effectiveness and School Improvement, 34 (2023) 2, S.189-208 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steinmann, Isa) ORCID (Strello, Andrés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2023.2165510
Schlagwörter	Track System (Education); Gender Differences; Gender Bias; Secondary Education; Elementary Education; Achievement Gap; Achievement Tests; Reading Achievement; Foreign Countries; International Assessment; Grade 4; Mathematics Achievement; Elementary Secondary Education; Science Achievement; Grade 8; Europe; Latin America; Australia; Africa; North America; Asia; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Geschlechterkonflikt; Geschlechterstereotyp; Sekundarbereich; Elementarunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Europa; Lateinamerika; Australien; Afrika; Nordamerika; Asien
Abstract	We investigated effects of tracking students into higher, more academic, and lower, less academic, school types immediately after primary school (early tracking) instead of having a comprehensive secondary school system (late tracking) on school gender segregation and gender gaps in achievement outcomes. We assumed that, in early tracking countries, girls are more frequently selected into more academic school types, which leads to more school segregation by gender and achievement advantages of girls over boys. In a differences-in-differences design, we compared secondary-school-level gender inequalities between early and late tracking countries, after controlling for primary-school-level differences. We investigated 787 country-by-year observations in 33 matches of primary- and secondary-school-level data sets from three international large-scale assessments. As expected, we found that early tracking increased the degree of school gender segregation. Not conforming to expectations, the evidence did not indicate that tracking had effects on gender gaps in achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01