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

Oleh:

Hanushek, Eric A. ; Wobmann, Ludger

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Economic Journal (EBSCO) vol. 116 no. 510 (2006), page C63-C76.
Topik: EDUCATIONAL; educational tracking; performance; inequality; evidence
Fulltext: C63.pdf (152.22KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE28.21 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

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 - in - differences 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.

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