TY  - RPRT
        AU  - Hanushek, Eric A.
AU  - Woessmann, Ludger
        TI  - Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries
        PY  - 2005/Dec/
        PB  - Institute of Labor Economics (IZA)
        CY  - Bonn
        T2  - IZA Discussion Paper
        IS  - 1901
        UR  - https://www.iza.org/publications/dp1901
        AB  - 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.
        KW  - educational performance
KW  - comprehensive school system
KW  - selectivity
KW  - ability grouping
KW  - streaming
KW  - tracking
KW  - inequality
KW  - international student achievement test
KW  - TIMSS
KW  - PISA
KW  - PIRLS
        ER  -