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Incentives from Curriculum Tracking: Cross-national and UK Evidence

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  • Koerselman, Kristian

    ()
    (Swedish Institute for Social Research, Stockholm University)

Abstract

Curriculum tracking creates incentives before its start, and we should expect scores in tested subjects to be higher at that point. I find evidence from both UK and international data for sizable incentive effects. Incentive effects are important from a methodological perspective because they lead to downward bias in value-added estimates of the later age effect of tracking on achievement. They also invalidate placebo tests that work by regressing pre-tracking scores on tracking policies.

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Bibliographic Info

Paper provided by Swedish Institute for Social Research in its series Working Paper Series with number 3/2011.

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Length: 25 pages
Date of creation: 16 Feb 2011
Date of revision:
Handle: RePEc:hhs:sofiwp:2011_003

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Postal: SOFI, Stockholm University, SE-10691 Stockholm, Sweden
Phone: (0)8 - 16 32 48
Fax: (0)8 - 15 46 70
Web page: http://www.sofi.su.se/
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Related research

Keywords: incentives; curriculum tracking; ability streaming; high-stakes testing; student achievement;

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  1. 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.
  2. Ammermüller, Andreas & Pischke, Jörn-Steffen, 2006. "Peer Effects in European Primary Schools: Evidence from PIRLS," CEPR Discussion Papers 5660, C.E.P.R. Discussion Papers.
  3. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
  4. Koerselman, Kristian, 2011. "Bias from the use of mean-based methods on test scores," Working Paper Series 1/2011, Swedish Institute for Social Research.
  5. Schütz, Gabriela & Ursprung, Heinrich W. & Wößmann, Ludger, 2008. "Education policy and equality of opportunity," Munich Reprints in Economics 19901, University of Munich, Department of Economics.
  6. Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-026, Stanford Institute for Economic Policy Research.
  7. Giorgio Brunello & Daniele Checchi, 2007. "Does school tracking affect equality of opportunity? New international evidence," Economic Policy, CEPR & CES & MSH, vol. 22, pages 781-861, October.
  8. Alan Manning & Jörn-Steffen Pischke, 2006. "Comprehensive Versus Selective Schooling in England and Wales: What Do We Know?," CEE Discussion Papers 0066, Centre for the Economics of Education, LSE.
  9. Duflo, Esther & Dupas, Pascaline & Kremer, Michael, 2008. "Peer Effects and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya," CEPR Discussion Papers 7043, C.E.P.R. Discussion Papers.
  10. Fernando Galindo-Rueda & Anna Vignoles, 2005. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," CEE Discussion Papers 0052, Centre for the Economics of Education, LSE.
  11. Gerald Eisenkopf, 2008. "Student Selection and Incentives," TWI Research Paper Series 42, Thurgauer Wirtschaftsinstitut, Universität Konstanz.
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