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Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries

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  • Eric A. Hanushek
  • Ludger Wössmann

Abstract

Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Copyright 2006 Royal Economic Society.

Suggested Citation

  • Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    • Handle: RePEc:ecj:econjl:v:116:y:2006:i:510:p:c63-c76
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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