Educational Effects of Alternative Secondary School Tracking Regimes in Germany
This paper examines educational outcomes of pupils selected to secondary school types by different tracking regimes in a German state: The traditional regime of streaming pupils after fourth grade of elementary school is compared to a regime in which pupils are selected into different secondary school tracks after sixth grade. Descriptive evidence demonstrates that the proportion of pupils reaching the highest level of secondary education is relatively small for those who attended later tracking schools. Additionally, the incidence of track modification is relatively frequent for schools with a high proportion of incoming pupils from the later tracking regime. However, less favorable educational outcomes of the later tracking schools are due to self-selection of relative low performers into these schools: The downward bias in estimating tracking regime effects is reduced considerably by controlling for a broad variety of socio-economic background characteristics. Corresponding regression results mainly indicate that there are no negative effects of later tracking on observed educational outcomes measured in the middle of secondary school. Regression analyses for different sub-groups suggest that the reading performance of immigrant pupils is better under the later tracking regime compared to the early tracking system.
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- Patrick A. Puhani & Andrea M. Weber, 2006.
"Does the Early Bird Catch the Worm? Instrumental Variable Estimates of Educational Effects of Age of School Entry in Germany,"
University of St. Gallen Department of Economics working paper series 2006
2006-02, Department of Economics, University of St. Gallen.
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"Ability Tracking, School Competition, and the Distribution of Educational Benefits,"
NBER Working Papers
7854, National Bureau of Economic Research, Inc.
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"Peer effects, social multipliers and migrants at school: an international comparison,"
Darmstadt Discussion Papers in Economics
164, Darmstadt University of Technology, Department of Law and Economics.
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- 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).
- Pekkarinen, Tuomas, 2005. "Gender Differences in Educational Attainment: Evidence on the Role of the Tracking Age from a Finnish Quasi-Experiment," IZA Discussion Papers 1897, Institute for the Study of Labor (IZA).
- Christian Dustmann, 2004. "Parental background, secondary school track choice, and wages," Oxford Economic Papers, Oxford University Press, vol. 56(2), pages 209-230, April.
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NBER Working Papers
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- Fernández, Raquel, 1998. "Education and Borrowing Constraints: Tests Vs. Prices," CEPR Discussion Papers 1913, C.E.P.R. Discussion Papers.
- 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.
- Zimmer, Ron, 2003. "A new twist in the educational tracking debate," Economics of Education Review, Elsevier, vol. 22(3), pages 307-315, June.
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