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

Eric Hanushek () and Ludger Woessmann ()

No 11124, NBER Working Papers from National Bureau of Economic Research, Inc

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.

JEL-codes: I2 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-lab, nep-ltv and nep-ure
Date: 2005-02
Note: CH ED
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Related works:
Working Paper: Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries (2005)
Working Paper: Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries (2005)
Working Paper: Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries (2005)
Journal Article: Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries (2006)
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