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 person’s 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 person’s 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 Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 1245.
Length: 47 pages
Date of creation: Aug 2004
Date of revision:
Publication status: published in: P. Peterson and L. Woessmann (eds.), Schools and the Equal Opportunity Problem, MIT Press: 2007
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Other versions of this item:
- 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.
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2004-08-16 (All new papers)
- NEP-EDU-2004-08-16 (Education)
- NEP-URE-2004-08-16 (Urban & Real Estate Economics)
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