Achievement effectiveness and equity: the role of tracking, grade repetition and inter-school segregation
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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Volume (Year): 13 (2006)
Issue (Month): 11 ()
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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.:
- 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.
- 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.
- 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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