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Achievement effectiveness and equity: the role of tracking, grade repetition and inter-school segregation

  • Vincent Vandenberge

Grouping students together according to their ability - in vocational versus academic tracks, in different grades or schools - is frequently denounced as being ineffective and/or a source of additional inequality. Yet very few international studies have evaluated the effects of these practices on educational performance. This study attempts to fill this gap using standardized scores in maths, science and reading literacy at the age of 15 published by the OECD in 2000. Results are that ability grouping has no impact on effectiveness (country mean scores). And the intensity of inequality (within country dispersion of scores) is also hard to predict. It is only for maths that higher inter-school segregation, but not tracking or grade repetition, leads to higher inequality.

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Article provided by Taylor & Francis Journals in its journal Applied Economics Letters.

Volume (Year): 13 (2006)
Issue (Month): 11 ()
Pages: 685-693

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Handle: RePEc:taf:apeclt:v:13:y:2006:i:11:p:685-693
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  1. Eric A. Hanushek & Javier A. Luque, 2002. "Efficiency and Equity in Schools around the World," NBER Working Papers 8949, National Bureau of Economic Research, Inc.
  2. V. Vandenberghe, 2002. "Evaluating the magnitude and the stakes of peer effects analysing science and math achievement across OECD," Applied Economics, Taylor & Francis Journals, vol. 34(10), pages 1283-1290.
  3. Michael Kidd & Todd Goninon, 2000. "Female concentration and the gender wage differential in the United Kingdom," Applied Economics Letters, Taylor & Francis Journals, vol. 7(5), pages 337-340.
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