How Does Reducing the Intensity of Tracking Affect Student Achievement? Evidence from German State Reforms

Marc Piopiunik

No 9214, CESifo Working Paper Series from CESifo

Abstract: To investigate the effects of reducing the intensity of tracking, this study exploits reforms across German states which combined the two lower secondary school tracks, sometimes additionally offering the possibility to acquire a university entrance qualification. Using a difference-in-differences approach, we find that reducing the tracking intensity significantly improves students’ reading achievement. Lower-performing student groups – boys, students born abroad, and students from lower socio-economic status families – benefited in particular. In contrast, we find no effects on acquiring a middle school degree, attending the most academic track, or repeating a grade.

Keywords: school tracking; student performance; NEPS (search for similar items in EconPapers)
JEL-codes: I21 I24 I28 (search for similar items in EconPapers)
Date: 2021
New Economics Papers: this item is included in nep-edu, nep-eur, nep-isf and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_9214

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