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Tracking When Ranking Matters

Author

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  • Landaud, Fanny

    (CNRS)

  • Maurin, Eric

    (Paris School of Economics)

Abstract

This paper investigates the effect of grouping students by prior achievement into different classes (or schools) in settings where students are competing for admission to programs offering only a limited number of places. We first develop a model that identifies the conditions under which the practice of tracking students by prior achievement increases inequalities between students that do not initially have the same academic background, such as may exist between students with different social backgrounds. We then test our model using new data on the competitive entrance exams to elite scientific higher education programs in France. We find that 70% of the inequality in success in these exams between students from different social backgrounds can be explained by the practice of tracking students by prior achievement that prevails during the years of preparation for these exams.

Suggested Citation

  • Landaud, Fanny & Maurin, Eric, 2022. "Tracking When Ranking Matters," IZA Discussion Papers 15157, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp15157
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    References listed on IDEAS

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    More about this item

    Keywords

    ability tracking; competition; higher education; inequalities;
    All these keywords.

    JEL classification:

    • C13 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Estimation: General
    • C51 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Model Construction and Estimation
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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