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Does Secondary School Tracking Affect Performance? Evidence from IALS

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  • Ariga, Kenn

    ()
    (Kyoto University)

  • Brunello, Giorgio

    ()
    (University of Padova)

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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Bibliographic 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
Date of revision:
Handle: RePEc:iza:izadps:dp2643

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Keywords: tracking; secondary schools; efficiency;

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References

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  1. Joshua D. Angrist, 2003. "Treatment Effect Heterogeneity in Theory and Practice," NBER Working Papers 9708, National Bureau of Economic Research, Inc.
  2. Hanushek, Eric A. & Wößmann, Ludger, 2006. "Does educational tracking affect performance and inequality? differences-in-differences evidence across countries," Munich Reprints in Economics 20457, University of Munich, Department of Economics.
  3. David N. Figlio & Marianne E. Page, 2000. "School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Equality?," NBER Working Papers 8055, National Bureau of Economic Research, Inc.
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Cited by:
  1. Daniele Checchi & Luca Flabbi, 2013. "Intergenerational Mobility and Schooling Decisions in Germany and Italy: The Impact of Secondary School Tracks," Rivista di Politica Economica, SIPI Spa, issue 3, pages 7-57, July-Sept.
  2. van Elk, Roel & van der Steeg, Marc & Webbink, Dinand, 2011. "Does the timing of tracking affect higher education completion?," Economics of Education Review, Elsevier, vol. 30(5), pages 1009-1021, October.
  3. Roel van Elk & Marc van der Steeg & Dinand Webbink, 2009. "The effect of early tracking on participation in higher education," CPB Document 182, CPB Netherlands Bureau for Economic Policy Analysis.

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