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Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries

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  • Eric A. Hanushek
  • Ludger Woessmann

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 primary 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. Therefore, there does not appear to be any equity-efficiency trade-off.

Suggested Citation

  • Eric A. Hanushek & Ludger Woessmann, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," CESifo Working Paper Series 1415, CESifo.
    • Handle: RePEc:ces:ceswps:_1415
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    References listed on IDEAS

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    1. Jacob M. Markman & Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2003. "Does peer ability affect student achievement?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 18(5), pages 527-544.
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    More about this item

    Keywords

    tracking; streaming; ability grouping; selectivity; comprehensive school system; educational performance; inequality; international student achievement test; TIMSS; PISA; PIRLS;
    All these keywords.

    JEL classification:

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

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