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Access, achievements, and aspirations: The impacts of school tracking on student outcomes

Author

Listed:
  • Bach, Maximilian
  • Klein, Thilo
  • McNamara, Sarah

Abstract

Though the use of tracking policies to stratify students is commonplace, evi- dence concerning the effects of ability-based tracking on student performance is mixed. Using rich data from the Hungarian secondary school centralized assignment mechanism and a quasi-experimental framework, we find that at- tending the highest track noticeably improves standardized test scores and university aspirations two years post-match. Heterogeneity analysis finds this effect is independent of socioeconomic status, prior achievement, and parents' educational attainment, and we find only limited evidence of peer spillover effects in terms of academic ability. Given socioeconomic disparities in track placement, tracking may reinforce educational inequality.

Suggested Citation

  • Bach, Maximilian & Klein, Thilo & McNamara, Sarah, 2024. "Access, achievements, and aspirations: The impacts of school tracking on student outcomes," ZEW Discussion Papers 24-076, ZEW - Leibniz Centre for European Economic Research.
    • Handle: RePEc:zbw:zewdip:312194
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    More about this item

    Keywords

    education; school choice; tracking; centralized school admissions; student achievement; inequality of opportunity;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • E47 - Macroeconomics and Monetary Economics - - Money and Interest Rates - - - Forecasting and Simulation: Models and Applications
    • C26 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Instrumental Variables (IV) Estimation

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