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Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries

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  • Eric A. Hanushek
  • Ludger Wößmann

Abstract

Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.

Suggested Citation

  • Eric A. Hanushek & Ludger Wößmann, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," ifo Working Paper Series 1, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    • Handle: RePEc:ces:ifowps:_1
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    as
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    More about this item

    Keywords

    Tracking; streaming; ability grouping; selectivity; comprehensive school system; educational performance; inequality; international student achievement test; TIMSS; PISA; PIRLS.;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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