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Does Secondary School Tracking Affect Performance? Evidence from IALS

  • Ariga, Kenn

    ()

    (Kyoto University)

  • Brunello, Giorgio

    ()

    (University of Padova)

There is substantial cross-country variation in secondary school design, with some countries tracking students into different ability schools very early, and other countries with little or no tracking at all. Does tracking length affects school performance, as measured by standardized test scores? We use the international data from the International Adult Literacy Survey to estimate the relationship between the experienced tracking length and the performance in standardized cognitive test scores of young adults, aged between 16 and the mid-twenties. Our IV estimates suggest that the contribution of tracking to performance is positive and statistically significant: conditional on total years of schooling, one additional year spent in a track raises average performance by 3.3 to 3.4 percentage points, depending on the estimates.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2643.

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Length: 17 pages
Date of creation: Feb 2007
Date of revision:
Handle: RePEc:iza:izadps:dp2643
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  1. Joshua D. Angrist, 2004. "Treatment effect heterogeneity in theory and practice," Economic Journal, Royal Economic Society, vol. 114(494), pages C52-C83, 03.
  2. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages C63-C76, 03.
  3. 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.
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