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Does educational tracking affect performance and inequality? differences-in-differences evidence across countries

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  • Hanushek, Eric A.
  • Wößmann, Ludger

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 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.

Suggested Citation

  • Hanushek, Eric A. & Wößmann, Ludger, 2006. "Does educational tracking affect performance and inequality? differences-in-differences evidence across countries," Munich Reprints in Economics 20457, University of Munich, Department of Economics.
    • Handle: RePEc:lmu:muenar:20457
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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