Tracking and the intergenerational transmission of education: Evidence from a natural experiment

被引：11

作者：

Lange, Simon ^{[1
]}

von Werder, Marten ^{[2
]}

机构：

[1] World Bank, 1818 H St NW, Washington, DC 20433 USA

[2] Free Univ Berlin, Sch Business & Econ, Berlin, Germany

来源：

ECONOMICS OF EDUCATION REVIEW | 2017年 / 61卷

关键词：

Tracking; Educational institutions; Educational inequality; Equality of opportunity; Intergenerational mobility; SCHOOL TRACKING; STUDENT-ACHIEVEMENT; GENDER-GAP; ABILITY; HETEROGENEITY; ATTAINMENT; ASSIGNMENT; EQUALITY; IMPACT; POLICY;

D O I：

10.1016/j.econedurev.2017.10.002

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

Proponents of tracking argue that the creation of more homogeneous classes increases efficiency while opponents point out that tracking aggravates initial differences between students. We estimate the effects on the intergenerational transmission of education of a reform that delayed tracking by two years in one of Germany's federal states. We argue that while the reform had no effect on educational outcomes on average, it increased educational attainment among men with uneducated parents and decreased attaimnent among men with educated parents. We also present some suggestive evidence that the reform improved the selection of boys into secondary tracks.

引用

页码：59 / 78

页数：20

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