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The Introduction of the Six-Grade Low Track School in Bavaria: Assessment of its Impact on Student Performance

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  • Marc Piopiunik

Abstract

Low and middle track school students that used to study together until the end of the sixth grade prior to the Bavarian school reform are now separated as of the fourth grade. A recent study by the Ifo Institute analyses the impact of this reform on student ability using PISA data and comes to the conclusion that the reform has led to a deterioration in the performance of low and middle track students.

Suggested Citation

  • Marc Piopiunik, 2013. "The Introduction of the Six-Grade Low Track School in Bavaria: Assessment of its Impact on Student Performance," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 66(03), pages 22-28, February.
    • Handle: RePEc:ces:ifosdt:v:66:y:2013:i:03:p:22-28
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    References listed on IDEAS

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    1. Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), 2011. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 4, number 4, June.
    2. Nicole Schneeweis & Rudolf Winter-Ebmer, 2008. "Peer effects in Austrian schools," Studies in Empirical Economics, in: Christian Dustmann & Bernd Fitzenberger & Stephen Machin (ed.), The Economics of Education and Training, pages 133-155, Springer.
    3. Sacerdote, Bruce, 2011. "Peer Effects in Education: How Might They Work, How Big Are They and How Much Do We Know Thus Far?," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 3, chapter 4, pages 249-277, Elsevier.
    4. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    5. Piopiunik, Marc, 2014. "The effects of early tracking on student performance: Evidence from a school reform in Bavaria," Economics of Education Review, Elsevier, vol. 42(C), pages 12-33.
    6. Aakvik, Arild & Salvanes, Kjell G. & Vaage, Kjell, 2010. "Measuring heterogeneity in the returns to education using an education reform," European Economic Review, Elsevier, vol. 54(4), pages 483-500, May.
    7. Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2005. "The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany," Journal of the European Economic Association, MIT Press, vol. 3(5), pages 1134-1155, September.
    8. Sari Pekkala Kerr & Tuomas Pekkarinen & Roope Uusitalo, 2013. "School Tracking and Development of Cognitive Skills," Journal of Labor Economics, University of Chicago Press, vol. 31(3), pages 577-602.
    9. Costas Meghir & Mårten Palme, 2005. "Educational Reform, Ability, and Family Background," American Economic Review, American Economic Association, vol. 95(1), pages 414-424, March.
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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