Educational Tracking, Inequality and Performance: New Evidence from a Differences-in-Differences Technique

Autor/inn/en	Lavrijsen, Jeroen; Nicaise, Ides
Titel	Educational Tracking, Inequality and Performance: New Evidence from a Differences-in-Differences Technique
Quelle	In: Research in Comparative and International Education, 11 (2016) 3, S.334-349 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499916664818
Schlagwörter	Track System (Education); Equal Education; Academic Achievement; Comparative Education; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Science Achievement; Mathematics Achievement; Science Tests; Mathematics Tests; Reading Achievement; Grade 4; Reading Tests; Low Achievement; Environmental Influences; Peer Influence; High Achievement; Case Studies; Regression (Statistics); Literacy; Numeracy; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Schulleistung; Vergleichende Erziehungswissenschaft; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Unterdurchschnittliche Leistung; Environmental influence; Umwelteinfluss; Case study; Fallstudie; Case Study; Regression; Regressionsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz
Abstract	One of the important differences between educational systems from different countries is the age at which students are placed into separate tracks. We examined the effects of the age at which tracking occurred on student achievement in a comparative perspective, making use of recent waves of three internationally standardized student assessments (PISA, TIMSS, and PIRLS). In order to control for unobserved national heterogeneity, we adopted a differences-in-differences approach, in which we controlled secondary school results for differences already present in primary school (i.e. before the introduction of tracking). The results indicate that early tracking has a negative effect on mean performance of students, particularly in the domain of literacy. Moreover, by separating out groups with different abilities, it is shown that early tracking has a very strong negative effect on low achieving students, suggesting that disadvantageous peer- and environmental effects in the lower tracks may have detrimental consequences on students' academic achievements. By contrast, a null effect on the group of top achieving students was found, suggesting that comprehensive systems can equally challenge high performers to learn at a high pace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01