Ability-Grouping and Academic Inequality: Evidence from Rule-Based Student Assignments
Ability-Grouping and Academic Inequality: Evidence from Rule-Based Student Assignments
复制标题
能力分组和学术不平等：来自基于规则的学生作业的证据
DOI：
10.3386/w14911
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
C. Jackson
中科院分区：
文献类型：
--
作者：
C. Jackson
在特立尼达和托巴哥，根据成绩测试将五年级后的学生分配到中学，导致不同初始成绩水平的学生所处的学校环境差异很大。使用回归不连续设计和基于规则的工具变量来解决自我选择偏差，我发现，被分配到一所学校，成绩较高的同龄人有很大的积极影响考试成绩。这些影响对女孩的影响大约是男孩的两倍。这表明，能力分组通过将最弱的学生分配到提供最少附加值的学校来加强成绩差异。
In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. Using both a regression discontinuity design and rule-based instrumental variables to address self-selection bias, I find that being assigned to a school with higher-achieving peers has large positive effects on examination performance. These effects are about twice as large for girls than for boys. This suggests that ability-grouping reinforces achievement differences by assigning the weakest students to schools that provide the least value-added.