The Distributional Effects of Early School Stratification - Non-Parametric Evidence from Germany
| Autor: | Marcus Roller, Daniel Steinberg |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Economics and Econometrics
Economic growth I28 I24 education Public policy Distribution (economics) Education and Inequality Stratification (mathematics) 0502 economics and business ddc:330 Economics Government Policy Achievement test Analysis of Education 050207 economics 050205 econometrics business.industry Tracking 05 social sciences Nonparametric statistics Lower saxony 330 Economics Test (assessment) Demographic economics Tracking (education) I21 Psychology business Finance |
| Zdroj: | Roller, Marcus; Steinberg, Daniel (December 2017). The Distributional Effects of Early School Stratification – Non-Parametric Evidence from Germany (CRED Research Paper 19). Bern: CRED-Center for Regional Economic Development |
| Popis: | Whether early school stratification is conducive or detrimental to scholastic performance has been subject to controversial debates in educational policy and science across many countries. We exploit a unique exogenous variation in Lower Saxony, Germany, where performance based tracking was preponed from grade 7 to grade 5 in 2004, i.e. with the completion of primary school. In particular, we measure the long-run effects of this reform on PISA achievement test scores based on a difference-in-differences setup. In order to disentangle average from distributional achievement effects, we complementarily rely on a changes-in-changes framework. Our results indicate that preponed school tracking increased test scores at the upper tail of the skill distribution and lowered test scores at the lower tail of the skill distribution, compensating each other on average. |
| Databáze: | OpenAIRE |
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