The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability
AbstractPrevious work by the authors suggested that during the 1970s and 1980s, a personâs early cognitive ability became a less important determinant of his or her eventual educational achievement. Furthermore, over the same time period, family background started to have a greater impact on a personâs achievement. Given that this coincided with the gradual demise of the British selective grammar school system, it would seem that the role of selection (ability tracking) in the school system merits further investigation. This paper explores the inter-relationship between school selection, ability and educational achievement. Our regression and matching results indicate that the most able pupils in the selective school system did do better than those of similar ability in the mixed ability school system. We do not find evidence of significant negative effects of tracking for low/middle ability students.
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Bibliographic InfoPaper provided by Centre for the Economics of Education, LSE in its series CEE Discussion Papers with number 0052.
Date of creation: Jun 2005
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Other versions of this item:
- Galindo-Rueda, Fernando & Vignoles, Anna, 2004. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," IZA Discussion Papers 1245, Institute for the Study of Labor (IZA).
- I2 - Health, Education, and Welfare - - Education
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