Ability tracking, school, competition, and the distribution of educational benefits
In: NBER working paper series 7854
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In: NBER working paper series 7854
In: IZA Discussion Paper No. 10783
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In: Journal of Human Resources, Forthcoming
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Working paper
In: Journal of labor economics: JOLE, Band 36, Heft 4, S. 923-979
ISSN: 1537-5307
In: NBER Working Paper No. w23439
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In: The journal of human resources, Band 57, Heft 1, S. 304-339
ISSN: 1548-8004
In: USC-INET Research Paper No. 19-12, June 2019
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Working paper
In: American economic review, Band 104, Heft 5, S. 400-405
ISSN: 1944-7981
This paper provides new evidence on tracking by studying an innovative curriculum implemented by Chicago Public Schools (CPS). In 2003, CPS enacted a double-dose algebra policy requiring 9th grade students with 8th grade math scores below the national median to take two periods of algebra instead of one. This policy led schools to sort students into algebra classes by math ability, so that tracking increased in all algebra classes. We show that double-dosed students are exposed to a much lower-skilled group of peers in their algebra classes but nonetheless benefit substantially from the additional instructional time and improved pedagogy.
In: IZA Discussion Paper No. 9082
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Working paper
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While the 2006 Progress in International Reading Literacy Study assesses the average ability of German primary school students as being higher than average, the Programme for International Student Assessment studies (2000, 2003, 2006) ranks German secondary school students at a considerably lower level. Using data from the German Socio-Economic Panel, this paper examines whether a teacher's recommendation for the secondary school track and class repeating are causes for these ability differences. According to the estimates, failures as a result of teachers'recommendations given at the end of primary school are an important reason for the differences between the two types of studies. Being required to repeat a school class amplifies the inefficient management of children's abilities. In addition, we find evidence that regional economic performance at the time the recommendation is made affects the decision for the tracking path.
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In: American economic review, Band 106, Heft 10, S. 2783-2816
ISSN: 1944-7981
We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate "gifted/high achiever" classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants. (JEL I21, J21, J24)
In: NBER Working Paper No. w22104
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In: CESifo Working Paper No. 7866
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Working paper
In: The journal of human resources, Band 47, Heft 3, S. 684-721
ISSN: 1548-8004