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Does Secondary School Tracking Affect Performance? Evidence from IALS

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Author Info
Kenn Ariga () (Kyoto University)
Giorgio Brunello () (University of Padova, CESifo and IZA)

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Abstract

There is substantial cross-country variation in secondary school design, with some countries tracking students into different ability schools very early, and other countries with little or no tracking at all. Does tracking length affects school performance, as measured by standardized test scores? We use the international data from the International Adult Literacy Survey to estimate the relationship between the experienced tracking length and the performance in standardized cognitive test scores of young adults, aged between 16 and the mid-twenties. Our IV estimates suggest that the contribution of tracking to performance is positive and statistically significant: conditional on total years of schooling, one additional year spent in a track raises average performance by 3.3 to 3.4 percentage points, depending on the estimates.

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Publisher Info
Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2643.

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Length: 17 pages
Date of creation: Feb 2007
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Handle: RePEc:iza:izadps:dp2643

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Related research
Keywords: tracking; secondary schools; efficiency;

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Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
I28 - Health, Education, and Welfare - - Education - - - Government Policy

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References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
  1. Figlio, David N. & Page, Marianne E., 2002. "School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Inequality?," Journal of Urban Economics, Elsevier, vol. 51(3), pages 497-514, May. [Downloadable!] (restricted)
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  2. Angrist, Joshua D., 2003. "Treatment Effect Heterogeneity in Theory and Practice," IZA Discussion Papers 851, Institute for the Study of Labor (IZA). [Downloadable!]
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  3. 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 C63-C76, 03. [Downloadable!] (restricted)
    Other versions:
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Cited by:
(explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)

  1. Roel van Elk & Marc van der Steeg & Dinand Webbink, 2009. "The effect of early tracking on participation in higher education," CPB Documents 182, CPB Netherlands Bureau for Economic Policy Analysis. [Downloadable!]
  2. Daniele Checchi & Luca Flabbi, 2007. "Intergenerational Mobility and Schooling Decisions in Germany and Italy: The Impact of Secondary School Tracks," IZA Discussion Papers 2876, Institute for the Study of Labor (IZA). [Downloadable!]
    Other versions:
  3. Carsten Ochsen, 2008. "Recommendation, Class Repeating, and Children's Ability: German School Tracking Experiences," Thuenen-Series of Applied Economic Theory 96, University of Rostock, Institute of Economics, Germany. [Downloadable!]
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