Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment

Lorenz Theresa and Schneebaum Alyssa ()
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Lorenz Theresa: Financial Literacy Division, Austrian Central Bank (OeNB), Vienna, Austria
Schneebaum Alyssa: Department of Economics, Vienna University of Economics and Business, Welthandelsplatz 1, 1020 Vienna, Austria

Journal of Economics and Statistics (Jahrbuecher fuer Nationaloekonomie und Statistik), 2024, vol. 244, issue 1-2, 5-36

Abstract: On average, boys score higher on math achievement tests and girls score higher in reading; these gaps increase between primary and secondary school. Using PISA, PIRLS, and TIMSS data, we investigate the role of early educational tracking (sorting students into different types of secondary schools at an early age) on gender gaps in test achievement in a cross-country difference-in-differences framework. We find strong evidence that early tracking increases gender differences in reading. For math test scores, we do not find consistent evidence that early tracking contributes to the gender gap.

Keywords: PISA; TIMSS; PIRLS; gender gaps; educational systems; early tracking (search for similar items in EconPapers)
JEL-codes: H52 I24 I28 J16 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:jns:jbstat:v:244:y:2024:i:1-2:p:5-36:n:1

DOI: 10.1515/jbnst-2022-0005

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