Vandenberge, Vincent
Grouping students together according to their ability - in vocational versus academic tracks, in different grades or schools - is frequently denounced as being ineffective and/or a source of additional inequality. Yet very few international studies have evaluated the effects of these practices on educational performance. This study attempts to fill this gap using standardized scores in maths, science and reading literacy at the age of 15 published by the OECD in 2000. Results are that ability grouping has no impact on effectiveness (country mean scores). And the intensity of inequality (within country dispersion of scores) is also hard to predict. It is only for maths that higher inter-school segregation, but not tracking or grade repetition, leads to higher inequality.
- Benabou Roland, Equity and Efficiency in Human Capital Investment: The Local Connection, 10.2307/2297851
- Betts Julian R., Shkolnik Jamie L., The effects of ability grouping on student achievement and resource allocation in secondary schools, 10.1016/s0272-7757(98)00044-2
- Gamoran Adam, Nystrand Martin, Tracking, instruction and achievement, 10.1016/0883-0355(94)90033-7
- Hanushek Eric A., Luque Javier A., Efficiency and equity in schools around the world, 10.1016/s0272-7757(03)00038-4
- Kidd Michael, Goninon Todd, Female concentration and the gender wage differential in the United Kingdom, 10.1080/135048500351492
- Pisa Technical Report (2002)
- Rainey * Daniel V., Murova Olga, Factors influencing education achievement, 10.1080/00036840404200020544
- Vandenberghe V., Evaluating the magnitude and the stakes of peer effects analysing science and math achievement across OECD, 10.1080/00036840110094446
Bibliographic reference |
Vandenberge, Vincent. Achievement effectiveness and equity: the role of tracking, grade repetition and inter-school segregation. In: Applied Economics Letters, Vol. 13, no. 11, p. 685-693 (2006) |
Permanent URL |
http://hdl.handle.net/2078.1/38799 |