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Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment

Author

Listed:
  • Lorenz Theresa

    (Financial Literacy Division, Austrian Central Bank (OeNB), Vienna, Austria)

  • Schneebaum Alyssa

    (Department of Economics, Vienna University of Economics and Business, Welthandelsplatz 1, 1020 Vienna, Austria)

Abstract

On average, boys score higher on math achievement tests and girls score higher in reading; these gaps increase between primary and secondary school. Using PISA, PIRLS, and TIMSS data, we investigate the role of early educational tracking (sorting students into different types of secondary schools at an early age) on gender gaps in test achievement in a cross-country difference-in-differences framework. We find strong evidence that early tracking increases gender differences in reading. For math test scores, we do not find consistent evidence that early tracking contributes to the gender gap.

Suggested Citation

  • Lorenz Theresa & Schneebaum Alyssa, 2024. "Does Early Educational Tracking Contribute to Gender Gaps in Test Achievement? A Cross-Country Assessment," Journal of Economics and Statistics (Jahrbuecher fuer Nationaloekonomie und Statistik), De Gruyter, vol. 244(1-2), pages 5-36, February.
    • Handle: RePEc:jns:jbstat:v:244:y:2024:i:1-2:p:5-36:n:1
    DOI: 10.1515/jbnst-2022-0005
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    More about this item

    Keywords

    PISA; TIMSS; PIRLS; gender gaps; educational systems; early tracking;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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