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Better together? Heterogeneous effects of tracking on student achievement

Matthewes, Sonke (2020) Better together? Heterogeneous effects of tracking on student achievement. CEP Discussion Papers (1706). Centre for Economic Performance, LSE, London, UK.

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I study the effects of early between-school ability tracking on student achievement, exploiting institutional differences between German federal states. In all states, about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a tripledifferences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. These are almost entirely driven by low-achievers. Early and rigid forms of tracking can thus impair both equity and efficiency of school systems.

Item Type: Monograph (Discussion Paper)
Official URL:
Additional Information: © 2020 The Author
Divisions: Centre for Economic Performance
Subjects: L Education > LB Theory and practice of education
JEL classification: I - Health, Education, and Welfare > I2 - Education > I28 - Government Policy
J - Labor and Demographic Economics > J2 - Time Allocation, Work Behavior, and Employment Determination and Creation; Human Capital; Retirement > J24 - Human Capital; Skills; Occupational Choice; Labor Productivity
Date Deposited: 19 Jan 2021 09:30
Last Modified: 16 May 2024 12:21

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