%0 Report
        %A Hanushek, Eric A.
%A Woessmann, Ludger
        %T Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries
        %D 2005
        %8 2005 Dec
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 1901
        %U https://www.iza.org/publications/dp1901
        %X 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-in-differences 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.
        %K educational performance
%K comprehensive school system
%K selectivity
%K ability grouping
%K streaming
%K tracking
%K inequality
%K international student achievement test
%K TIMSS
%K PISA
%K PIRLS