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Detracking Swedish compulsory schools: any losers, any winners?

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  • Krister Sund

Abstract

In this article, I use within-school variation to estimate the effect of tracking. I exploit the fact not only that different tracking policies were practiced simultaneously in Swedish compulsory schools but also that tracking policies changed overtime within schools. I estimate not only if being in a tracked math environment had any effect on the probability of graduating from high school but also if tracking status had any impact on the math grade in high school. The results show that there are no significant average effects of tracking. However, there are effects in the lower part of the grade distribution. Students with a low-educated family background are more likely to fail math at high school if they have attended a compulsory school that practiced tracking compared to similar students in a non-tracked environment. Copyright Springer-Verlag 2013

Suggested Citation

  • Krister Sund, 2013. "Detracking Swedish compulsory schools: any losers, any winners?," Empirical Economics, Springer, vol. 44(2), pages 899-920, April.
    • Handle: RePEc:spr:empeco:v:44:y:2013:i:2:p:899-920
    DOI: 10.1007/s00181-011-0532-6
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    References listed on IDEAS

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    1. 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.
    2. Laura M. Argys & Daniel I. Rees & Dominic J. Brewer, 1996. "Detracking America's schools: Equity at zero cost?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(4), pages 623-645.
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    More about this item

    Keywords

    Educational economics; Tracking; Ability grouping; I21;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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