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Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries

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  • Eric A. Hanushek

    (Stanford University and NEBR)

  • Ludger Wößmann

    (Ifo Institute for Economic Research)

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-indifferences 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. Therefore, there does not appear to be any equity-efficiency trade-off.

Suggested Citation

  • Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-027, Stanford Institute for Economic Policy Research.
    • Handle: RePEc:sip:dpaper:04-027
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    References listed on IDEAS

    as
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    JEL classification:

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

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