The effects of early tracking on student performance: Evidence from a school reform in Bavaria

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. This paper evaluates a school reform in Bavaria that moved the timing of tracking in low-and middle-track schools from grade 6 to grade 4; students in high-track schools were not affected. To eliminate state-specific and school-type-specific shocks, I estimate a triple-differences model using three PISA waves. The results indicate that the reform reduced the performance of 15-year-old students both in low-and middle-track schools. Terms of use: Documents in EconStor mayFurther evidence suggests that the share of very low-performing students increased in low-track schools.JEL Code: I20, I21, I24.

The distributional effects of early school stratification - non-parametric evidence from Germany

“…As of 2000, students were stratified into three rather than two tracks based on their previous performance in primary school. In coherence with the theoretical predictions, Piopiunik (2014) concludes that further tracking gave rise to lower state PISA-test scores based on a state-level difference-in-difference research design. However, in his framework, there might be self-selection in or out of the untreated third track which would bias the results.…”

“…In order to address these problems, randomized experiments appear to be more suitable in precluding self-selection effects. Piopiunik (2014) relied on such a quasi-experimental research design in Bavaria. As of 2000, students were stratified into three rather than two tracks based on their previous performance in primary school.…”

On Positioning of Business, Management and Economics Fields of Study in the University Space

“…The low upward mobility in education in Austria can be attributed in part to the national education system, and in particular to its early tracking approach, where the resources and level of educational attainment at home assert a stronger influence than they do in education systems with tracking at a later stage (Betts, 2011;Hanushek, Woessmann, 2005;Brunello, Checchi, 2007;Piopiunik, 2014). Young people from families with a low level of education (parents without a secondary school qualification) in Austria rarely achieve upward mobility in educational attainment: only one in ten members of this group attains a higher education qualification, compared to an OECD average of one in five (OECD, 2015).…”

Effortless or less effort? Effects of tracks on students’ engagement

“…However, not all studies had this result (Waldinger, ). Studies that investigated educational reform of tracking practices also found that early tracking increases inequality in academic performance (Hall, ; Jakubowski, Patrinos, Porta, & Wiśniewski, ; Kerr, Pekkarinen, & Uusitalo, ; Malamud & Pop‐Eleches, ; Piopiunik, ). Hence, early tracking increases inequality in academic performance.…”