Evidence and Persistence of Education Inequality in an Early-Tracking System: The German Case

Annabelle Krause-Pilatus and Simone Schüller

No 8545, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: This article reviews empirical evidence on the early tracking system in Germany and the educational inequalities associated with it. Overall, the literature confirms the existence of considerable social, ethnic, gender- and age-related inequalities in secondary school track placement. Studies on tracking timing and track allocation mechanisms reveal that postponement of the selection decision and binding teacher recommendations may reduce certain (mainly social) inequalities. Furthermore, recent evidence concerning long-term consequences of tracking on labor market outcomes suggests that sizeable built-in flexibilities in the German system succeed in compensating for initial (age-related) education inequalities. The paper concludes with an outline and discussion of the most promising pathways for future research in order to help design inequality-reducing policy recommendations.

Keywords: Germany; school system; tracking; educational inequality (search for similar items in EconPapers)
JEL-codes: I24 I28 J24 (search for similar items in EconPapers)
Pages: 12 pages
Date: 2014-10
New Economics Papers: this item is included in nep-dem, nep-edu, nep-eur and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Published - published in: Scuola Democratica , 2014, 2

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Working Paper: Evidence and Persistence of Education Inequality in an Early-Tracking System - The German Case (2014)
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