Better Together? Heterogeneous Effects of Tracking on Student Achievement
Better Together? Heterogeneous Effects of Tracking on Student Achievement
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DOI：
10.2139/ssrn.3299322
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Sönke Hendrik Matthewes
中科院分区：
文献类型：
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作者：
Sönke Hendrik Matthewes
我研究了早期校际能力跟踪对学生成绩的影响。我的研究设计利用德国联邦各州之间的制度差异：在所有州，大约40%的学生在综合小学毕业后过渡到单独的学术轨道学校。根据州的不同，剩下的学生要么直接在两个额外的学校类型之间进行跟踪，要么再进行两年的综合教学。比较这些学生之前和之后的跟踪在三重差异的框架，我发现证据的积极影响，延长综合学校教育的数学和阅读成绩。平均效应几乎完全由低成就者驱动，而高成就者的效应则为零。因此，早期和僵化的跟踪形式可能会损害学校系统的公平和效率。
I study the effects of early between-school ability tracking on student achievement. My research design exploits institutional differences between German federal states: in all states about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a triple-differences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. The average effects are almost entirely driven by low achievers, while effects for high achievers are null. Early and rigid forms of tracking can thus impair both the equity and the efficiency of school systems.