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On the Efficiency Costs of Detracking Secondary Schools

Author

Listed:
  • Kenn Ariga
  • Giorgio Brunello
  • Roki Iwahashi
  • Lorenzo Rocco

Abstract

During the postwar period, many countries have de-tracked their secondary schools, based on the view that early tracking was unfair. What are the efficiency costs, if any, of de- tracking schools? To answer this question, we develop a two skills - two jobs model with a frictional labour market, where new school graduates need to actively search for their best match. We compute optimal tracking length and the output gain/loss associated to the gap between actual and optimal tracking length. Using a sample of 18 countries, we find that: a) actual tracking length is often longer than optimal, which might call for some efficient de-tracking; b) the output loss of having a tracking length longer or shorter than optimal is sizeable, and close to 2 percent of total net output.

Suggested Citation

  • Kenn Ariga & Giorgio Brunello & Roki Iwahashi & Lorenzo Rocco, 2006. "On the Efficiency Costs of Detracking Secondary Schools," Carlo Alberto Notebooks 35, Collegio Carlo Alberto.
    • Handle: RePEc:cca:wpaper:35
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    References listed on IDEAS

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    Cited by:

    1. Francisco H. G. Ferreira & Jérémie Gignoux, 2014. "The Measurement of Educational Inequality: Achievement and Opportunity," World Bank Economic Review, World Bank Group, vol. 28(2), pages 210-246.
    2. Antonio Romero-Medina & Matteo Triossi, 2013. "Games with capacity manipulation: incentives and Nash equilibria," Social Choice and Welfare, Springer;The Society for Social Choice and Welfare, vol. 41(3), pages 701-720, September.
    3. Volker Meier & Gabriela Schütz, 2007. "The Economics of Tracking and Non-Tracking," ifo Working Paper Series 50, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    4. Brunello, Giorgio & Fabbri, Daniele & Fort, Margherita, 2009. "Years of Schooling, Human Capital and the Body Mass Index of European Females," IZA Discussion Papers 4667, Institute of Labor Economics (IZA).
    5. Francisco H. G. Ferreira & Jérémie Gignoux, 2014. "The Measurement of Educational Inequality: Achievement and Opportunity," World Bank Economic Review, World Bank Group, vol. 28(2), pages 210-246.
    6. Pamela Giustinelli, 2016. "Group Decision Making With Uncertain Outcomes: Unpacking Child–Parent Choice Of The High School Track," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 57, pages 573-602, May.
    7. Florentino Felgueroso & Maria Gutiérrez-Domènech & Sergi Jiménez-Martín, 2014. "Dropout trends and educational reforms: the role of the LOGSE in Spain," IZA Journal of Labor Policy, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 3(1), pages 1-24, December.
    8. Felgueroso, Florentino & Gutiérrez-Domenech, María & Jiménez Martín, Sergi, 2013. "¿Por qué el abandono escolar se ha mantenido tan elevado en España en las últimas dos décadas? El papel de la Ley de Educación (LOGSE)," Economic Reports 02-2013, FEDEA.

    More about this item

    Keywords

    mismatch; school tracking.;

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • J6 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers

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