Achievement effectiveness and equity: the role of tracking, grade repetition and inter-school segregation

Vincent Vandenberge

Applied Economics Letters, 2006, vol. 13, issue 11, 685-693

Abstract: Grouping students together according to their ability - in vocational versus academic tracks, in different grades or schools - is frequently denounced as being ineffective and/or a source of additional inequality. Yet very few international studies have evaluated the effects of these practices on educational performance. This study attempts to fill this gap using standardized scores in maths, science and reading literacy at the age of 15 published by the OECD in 2000. Results are that ability grouping has no impact on effectiveness (country mean scores). And the intensity of inequality (within country dispersion of scores) is also hard to predict. It is only for maths that higher inter-school segregation, but not tracking or grade repetition, leads to higher inequality.

Date: 2006
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (7)

Downloads: (external link)
http://www.informaworld.com/openurl?genre=article& ... 40C6AD35DC6213A474B5 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:apeclt:v:13:y:2006:i:11:p:685-693

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RAEL20

DOI: 10.1080/13504850500404944

Access Statistics for this article

Applied Economics Letters is currently edited by Anita Phillips

More articles in Applied Economics Letters from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().