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The Economics of Tracking and Non-Tracking

  • Volker Meier

    ()

  • Gabriela Schütz

There exists substantial variation across countries as to whether and how students are grouped in classes according to ability. Economic analyses stress that there is joint production of human capital in schools, where output increases with mean ability in the class. Ability tracking may therefore be particularly helpful for talented students. At the same time, weak students may benefit via tailored and specialised courses. The vast majority of the econometric literature suggests that tracking promotes inequality in academic achievement. By contrast, the empirical literature on the impact of tracking on average student performance is inconclusive. Only few studies find a significant association, including both positive and negative estimates.

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File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/WP/WP-Ifo_Working_Papers/wp-ifo-2005-2010/IfoWorkingPaper-50.pdf
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Paper provided by Ifo Institute for Economic Research at the University of Munich in its series Ifo Working Paper Series with number Ifo Working Papers No. 50.

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Date of creation: 2007
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Handle: RePEc:ces:ifowps:_50
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  1. Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-026, Stanford Institute for Economic Policy Research.
  2. Laura M. Argys & Daniel I. Rees & Dominic J. Brewer, 1996. "Detracking America's schools: Equity at zero cost?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(4), pages 623-645.
  3. Henderson, Vernon & Mieszkowski, Peter & Sauvageau, Yvon, 1978. "Peer group effects and educational production functions," Journal of Public Economics, Elsevier, vol. 10(1), pages 97-106, August.
  4. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
  5. Costas Meghir & Mårten Palme, 2004. "Educational reform, ability and family background," IFS Working Papers W04/10, Institute for Fiscal Studies.
  6. Giorgio Brunello & Daniele Checchi, 2007. "Does school tracking affect equality of opportunity? New international evidence," Economic Policy, CEPR;CES;MSH, vol. 22, pages 781-861, October.
  7. Dennis Epple & Elizabeth Newlon & Richard Romano, 2000. "Ability Tracking, School Competition, and the Distribution of Educational Benefits," NBER Working Papers 7854, National Bureau of Economic Research, Inc.
  8. Summers, Anita A & Wolfe, Barbara L, 1977. "Do Schools Make a Difference?," American Economic Review, American Economic Association, vol. 67(4), pages 639-52, September.
  9. Ron W Zimmer & Eugenia F Toma, 2000. "Peer effects in private and public schools across countries," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 19(1), pages 75-92.
  10. Matthias Effinger & Mattias Polborn, 1999. "A model of vertically differentiated education," Journal of Economics, Springer, vol. 69(1), pages 53-69, February.
  11. Ludger Woesmann, 2003. "Schooling Resources, Educational Institutions and Student Performance: the International Evidence," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 65(2), pages 117-170, 05.
  12. Richard Arnott & John Rowse, 1982. "Peer Group Effects and Educational Attainment," Working Papers 497, Queen's University, Department of Economics.
  13. Ariga, Kenn & Brunello, Giorgio & Iwahashi, Roki & Rocco, Lorenzo, 2006. "On the Efficiency Costs of De-tracking Secondary Schools," IZA Discussion Papers 2534, Institute for the Study of Labor (IZA).
  14. David N. Figlio & Marianne E. Page, 2000. "School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Equality?," NBER Working Papers 8055, National Bureau of Economic Research, Inc.
  15. Rees, D. I. & Brewer, D. J. & Argys, L. M., 1999. "How should we measure the effect of ability grouping on student performance?," Economics of Education Review, Elsevier, vol. 19(1), pages 17-20, February.
  16. Zimmer, Ron, 2003. "A new twist in the educational tracking debate," Economics of Education Review, Elsevier, vol. 22(3), pages 307-315, June.
  17. Bauer, Philipp & Riphahn, Regina T., 2006. "Timing of school tracking as a determinant of intergenerational transmission of education," Economics Letters, Elsevier, vol. 91(1), pages 90-97, April.
  18. Brunello, Giorgio & Giannini, Massimo & Ariga, Kenn, 2004. "The Optimal Timing of School Tracking," IZA Discussion Papers 995, Institute for the Study of Labor (IZA).
  19. Pekkarinen, Tuomas & Uusitalo, Roope & Pekkala, Sari, 2006. "Education Policy and Intergenerational Income Mobility: Evidence from the Finnish Comprehensive School Reform," IZA Discussion Papers 2204, Institute for the Study of Labor (IZA).
  20. Ariga, Kenn & Brunello, Giorgio & Iwahashi, Roki & Rocco, Lorenzo, 2005. "Why Is the Timing of School Tracking So Heterogeneous?," IZA Discussion Papers 1854, Institute for the Study of Labor (IZA).
  21. Edward P. Lazear, 1999. "Educational Production," NBER Working Papers 7349, National Bureau of Economic Research, Inc.
  22. Volker Meier, 2004. "Choosing between School Systems: The Risk of Failure," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 60(1), pages 83-, April.
  23. Judson, Ruth, 1998. " Economic Growth and Investment in Education: How Allocation Matters," Journal of Economic Growth, Springer, vol. 3(4), pages 337-59, December.
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