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

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  • Vincent Vandenberge

Abstract

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.

Suggested Citation

  • Vincent Vandenberge, 2006. "Achievement effectiveness and equity: the role of tracking, grade repetition and inter-school segregation," Applied Economics Letters, Taylor & Francis Journals, vol. 13(11), pages 685-693.
    • Handle: RePEc:taf:apeclt:v:13:y:2006:i:11:p:685-693
    DOI: 10.1080/13504850500404944
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    References listed on IDEAS

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    1. 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.
    2. Daniel Rainey & Olga Murova, 2004. "Factors influencing education achievement," Applied Economics, Taylor & Francis Journals, vol. 36(21), pages 2397-2404.
    3. Hanushek, Eric A. & Luque, Javier A., 2003. "Efficiency and equity in schools around the world," Economics of Education Review, Elsevier, vol. 22(5), pages 481-502, October.
    4. Betts, Julian R. & Shkolnik, Jamie L., 1999. "The effects of ability grouping on student achievement and resource allocation in secondary schools," Economics of Education Review, Elsevier, vol. 19(1), pages 1-15, February.
    5. 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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    Cited by:

    1. Will Bartlett, 2009. "The Effectiveness Of Vocational Education In Promoting Equity And Occupational Mobility Amongst Young People," Economic Annals, Faculty of Economics and Business, University of Belgrade, vol. 54(180), pages 7-39, January –.
    2. Huang, Fung-Mey & Liao, Jen-Che & Yi, Chin-Chun, 2020. "The impact of labor market work and educational tracking on student educational outcomes: Evidence from Taiwan," Economics of Education Review, Elsevier, vol. 77(C).
    3. Kutscher, Macarena & Nath, Shanjukta & Urzúa, Sergio, 2023. "Centralized admission systems and school segregation: Evidence from a national reform," Journal of Public Economics, Elsevier, vol. 221(C).
    4. Checchi, Daniele & van de Werfhorst, Herman G., 2014. "Educational Policies and Income Inequality," IZA Discussion Papers 8222, IZA Network @ LISER.
    5. Esser, Hartmut & Relikowski, Ilona, 2015. "Is Ability Tracking (Really) Responsible for Educational Inequalities in Achievement? A Comparison between the Country States Bavaria and Hesse in Germany," IZA Discussion Papers 9082, IZA Network @ LISER.
    6. Jorge Cimentada, 2020. "A new perspective on the international achievement gap: is academic autonomy good for everyone?," MPIDR Working Papers WP-2020-005, Max Planck Institute for Demographic Research, Rostock, Germany.

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