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Educational Implications of School Systems at Different Stages of Schooling

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  • Jung Hur

    ()
    (Department of Economics, National University of Singapore)

  • Kang Changhui

    ()
    (Department of Economics, National University of Singapore)

Abstract

In educating students national public school systems use different methods of grouping students by ability across schools. We consider four different school systems of student allocation at different stages of schooling and their educational implications. Our two-period model suggests that both the frequency and sequence of ability grouping play an important role in producing educational implications. As different households prefer different combinations of school systems, the overall performance of a school system is determined by how households are distributed over income and a child's ability and the voting of households.

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File URL: http://www.fas.nus.edu.sg/ecs/pub/wp/wp0703.pdf
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Bibliographic Info

Paper provided by National University of Singapore, Department of Economics in its series Departmental Working Papers with number wp0703.

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Length: 43 pages
Date of creation: 2007
Date of revision:
Handle: RePEc:nus:nusewp:wp0703

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Web page: http://www.fas.nus.edu.sg/ecs/index.html
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Keywords: Education; Comprehensive and Selective School Systems;

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  1. Laura M. Argys & Daniel I. Rees & Dominic J. Brewer, 1996. "Detracking America's schools: Equity at zero cost?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(4), pages 623-645.
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