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Can Tracking Raise the Test Scores of High-Ability Minority Students?

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Cited by:

  1. Todd E. Elder & David N. Figlio & Scott A. Imberman & Claudia L. Persico, 2021. "School Segregation and Racial Gaps in Special Education Identification," Journal of Labor Economics, University of Chicago Press, vol. 39(S1), pages 151-197.
  2. João Firmino, 2018. "Class composition effects and school welfare: evidence from Portugal using panel data," Working Papers 2018/14, Institut d'Economia de Barcelona (IEB).
  3. de Roux, Nicolás & Riehl, Evan, 2022. "Do college students benefit from placement into higher-achieving classes?," Journal of Public Economics, Elsevier, vol. 210(C).
  4. Peter Leopold S. Bergman & Elizabeth Kopko & Julio Rodriguez, 2021. "Using Predictive Analytics to Track Students: Evidence from a Seven-College Experiment," CESifo Working Paper Series 9157, CESifo.
  5. Goulas, Sofoklis & Griselda, Silvia & Megalokonomou, Rigissa, 2023. "Compulsory class attendance versus autonomy," Journal of Economic Behavior & Organization, Elsevier, vol. 212(C), pages 935-981.
  6. David Card & Laura Giuliano, 2016. "Can Tracking Raise the Test Scores of High-Ability Minority Students?," American Economic Review, American Economic Association, vol. 106(10), pages 2783-2816, October.
  7. Landaud, Fanny & Maurin, Eric, 2022. "Tracking When Ranking Matters," IZA Discussion Papers 15157, Institute of Labor Economics (IZA).
  8. Pastore, Chiara & Jones, Andrew M., 2023. "Human capital consequences of missing out on a grammar school education," Economic Modelling, Elsevier, vol. 126(C).
  9. John Van Reenen, 2022. "Innovation and Human Capital Policy," NBER Chapters, in: Innovation and Public Policy, pages 61-83, National Bureau of Economic Research, Inc.
  10. La Ferrara, Eliana & Carlana, Michela & Pinotti, Paolo, 2017. "Goals and Gaps: Educational Careers of Immigrant Children," CEPR Discussion Papers 12538, C.E.P.R. Discussion Papers.
  11. Osikominu, Aderonke & Pfeifer, Gregor & Strohmaier, Kristina, 2021. "The Effects of Free Secondary School Track Choice: A Disaggregated Synthetic Control Approach," IZA Discussion Papers 14033, Institute of Labor Economics (IZA).
  12. Gary Cornwall & Beau Sauley, 2021. "Indirect effects and causal inference: reconsidering regression discontinuity," Journal of Spatial Econometrics, Springer, vol. 2(1), pages 1-28, December.
  13. Gordon B. Dahl & Dan-Olof Rooth & Anders Stenberg, 2020. "Long-Run Returns to Field Study in Secondary School," CESifo Working Paper Series 8462, CESifo.
  14. Joao Firmino & Luis Catela Nunes & Ana Balcao Reis & Carmo Seabra, 2018. "Class composition and student achievement: evidence from Portugal," Nova SBE Working Paper Series wp624, Universidade Nova de Lisboa, Nova School of Business and Economics.
  15. Gordon Dahl & Dan-Olof Rooth & Anders Stenberg, 2020. "High School Majors, Comparative (Dis)Advantage, and Future Earnings," NBER Working Papers 27524, National Bureau of Economic Research, Inc.
  16. Munoz, P & Prem, M, 2019. "Productivity and Sectoral Allocation: The Labor Market of School Principals," Documentos de Trabajo 17596, Universidad del Rosario.
  17. Shi, Ying & Zhu, Maria, 2023. "“Model minorities” in the classroom? Positive evaluation bias towards Asian students and its consequences," Journal of Public Economics, Elsevier, vol. 220(C).
  18. Qiang Feng & Ming Li & Guangrong Ma, 2018. "Class Tracks And Education Outcomes: Evidence From A Chinese University," Contemporary Economic Policy, Western Economic Association International, vol. 36(2), pages 255-262, April.
  19. Canaan, Serena, 2020. "The long-run effects of reducing early school tracking," Journal of Public Economics, Elsevier, vol. 187(C).
  20. Matthewes, Sonke, 2020. "Better together? Heterogeneous effects of tracking on student achievement," LSE Research Online Documents on Economics 108478, London School of Economics and Political Science, LSE Library.
  21. Berlinski, Samuel & Busso, Matias & Giannola, Michele, 2023. "Helping struggling students and benefiting all: Peer effects in primary education," Journal of Public Economics, Elsevier, vol. 224(C).
  22. Armin Falk & Fabian Kosse & Pia Pinger, 2020. "Mentoring and Schooling Decisions: Causal Evidence," CESifo Working Paper Series 8382, CESifo.
  23. Lisa Barrow & Marisa de la Torre & Lauren Sartain, 2016. "The Role of Selective High Schools in Equalizing Educational Outcomes: Heterogeneous Effects by Neighborhood Socioeconomic Status," Working Paper Series WP-2016-17, Federal Reserve Bank of Chicago.
  24. Sönke Hendrik Matthewes, 2020. "Better together? Heterogeneous effects of tracking on student achievement," CEP Discussion Papers dp1706.pdf, Centre for Economic Performance, LSE.
  25. Tim Klausmann, 2021. "Feedback in Homogeneous Ability Groups: A Field Experiment," Working Papers 2114, Gutenberg School of Management and Economics, Johannes Gutenberg-Universität Mainz.
  26. Ge, Muyang & Edwards, Eric C. & Akhundjanov, Sherzod, B., 2018. "Land Ownership and Irrigation on American Indian Reservations," CEnREP Working Papers 274103, North Carolina State University, Department of Agricultural and Resource Economics.
  27. Kiss David, 2017. "A Model about the Impact of Ability Grouping on Student Achievement," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 17(3), pages 1-10, July.
  28. Muyang Ge & Eric C. Edwards & Sherzod B. Akhundjanov, 2020. "Irrigation Investment on an American Indian Reservation," American Journal of Agricultural Economics, John Wiley & Sons, vol. 102(4), pages 1083-1104, August.
  29. Daly, Mary C. & Hobijn, Bart & Pedtke, Joseph H., 2020. "Labor market dynamics and black–white earnings gaps," Economics Letters, Elsevier, vol. 186(C).
  30. Marc Piopiunik, 2021. "How Does Reducing the Intensity of Tracking Affect Student Achievement? Evidence from German State Reforms," CESifo Working Paper Series 9214, CESifo.
  31. Gordanier, John & Hauk, William & Sankaran, Chandini, 2019. "Early intervention in college classes and improved student outcomes," Economics of Education Review, Elsevier, vol. 72(C), pages 23-29.
  32. Song, Hong, 2017. "The cost of attending an elite college," Economics Letters, Elsevier, vol. 159(C), pages 173-176.
  33. Yu-Chin Hsu & Chung-Ming Kuan & Giorgio Teng-Yu Lo, 2017. "Quantile Treatment Effects in Regression Discontinuity Designs with Covariates," IEAS Working Paper : academic research 17-A009, Institute of Economics, Academia Sinica, Taipei, Taiwan.
  34. Canaan, Serena & Mouganie, Pierre & Zhang, Peng, 2022. "The Long-Run Educational Benefits of High-Achieving Classrooms," IZA Discussion Papers 15039, Institute of Labor Economics (IZA).
  35. Sönke Hendrik Matthewes, 2018. "Better Together? Heterogeneous Effects of Tracking on Student Achievement," Discussion Papers of DIW Berlin 1775, DIW Berlin, German Institute for Economic Research.
  36. Schiltz, Fritz & Mazrekaj, Deni & Horn, Daniel & De Witte, Kristof, 2019. "Does it matter when your smartest peers leave your class? Evidence from Hungary," Labour Economics, Elsevier, vol. 59(C), pages 79-91.
  37. Christopher Belfield & Imran Rasul, 2020. "Cognitive and Non‐Cognitive Impacts of High‐Ability Peers in Early Years," Fiscal Studies, John Wiley & Sons, vol. 41(1), pages 65-100, March.
  38. Maria Zumbuehl & Nihal Chehber & Rik Dillingh, 2022. "Can skill differences explain the gap in the track recommendation by socio-economic status?," CPB Discussion Paper 439, CPB Netherlands Bureau for Economic Policy Analysis.
  39. Gurantz, Oded & Hurwitz, Michael & Smith, Jonathan, 2020. "Sibling effects on high school exam taking and performance," Journal of Economic Behavior & Organization, Elsevier, vol. 178(C), pages 534-549.
  40. Rangel, Marcos A. & Shi, Ying, 2020. "First Impressions: The Case of Teacher Racial Bias," IZA Discussion Papers 13347, Institute of Labor Economics (IZA).
  41. Bansak, Kirk & Nowacki, Tobias, 2022. "Effect Heterogeneity and Causal Attribution in Regression Discontinuity Designs," SocArXiv vj34m, Center for Open Science.
  42. Henrique Z. Motte & Rodrigo Oliveira, 2020. "The effect of class assignment on academic performance and the labour market: Evidence from a public federal university in Brazil," WIDER Working Paper Series wp-2020-8, World Institute for Development Economic Research (UNU-WIDER).
  43. Roller, Marcus & Steinberg, Daniel, 2020. "The distributional effects of early school stratification - non-parametric evidence from Germany," European Economic Review, Elsevier, vol. 125(C).
  44. Qi, Ping & Deng, Lanfang & Li, Hongyi, 2024. "Does the county-based poverty reduction policy matter for children's human capital development?," China Economic Review, Elsevier, vol. 85(C).
  45. Shi, Ying, 2020. "Who benefits from selective education? Evidence from elite boarding school admissions," Economics of Education Review, Elsevier, vol. 74(C).
  46. Aleksei Chernulich & Romain Gauriot & Daehong Min, 2023. "Endogenous Tracking: Sorting and Peer Effects," Working Papers 20230084, New York University Abu Dhabi, Department of Social Science, revised Jan 2023.
  47. Lisa Bagnoli & Antonio Estache, 2019. "Mentoring labor market integration of migrants: Policy insights from a survey of mentoring theory and practice," Working Papers ECARES 2019-15, ULB -- Universite Libre de Bruxelles.
  48. Miroslava Federicova, 2021. "The Outflow of High-ability Students from Regular Schools and Its Long-term Impact on Those Left Behind," CERGE-EI Working Papers wp709, The Center for Economic Research and Graduate Education - Economics Institute, Prague.
  49. Oliveira, Rodrigo & Motté, Henrique & Santos, Alei, 2023. "Do disadvantaged students benefit from attending classes with more skilled colleagues? Evidence from a top university in Brazil," Labour Economics, Elsevier, vol. 85(C).
  50. Motte Henrique & Oliveira Rodrigo, 2020. "The effect of class assignment on academic performance and the labour market: Evidence from a public federal university in Brazil," WIDER Working Paper Series wp2020-8, World Institute for Development Economic Research (UNU-WIDER).
  51. Booij, Adam S. & Haan, Ferry & Plug, Erik, 2017. "Can Gifted and Talented Education Raise the Academic Achievement of All High-Achieving Students?," IZA Discussion Papers 10836, Institute of Labor Economics (IZA).
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