Educational Effects of Early or Later Secondary School Tracking in Germany

35 Pages Posted: 4 Jan 2008 Last revised: 12 Sep 2018

See all articles by Andrea Mühlenweg

Andrea Mühlenweg

ZEW – Leibniz Centre for European Economic Research

Date Written: 2007

Abstract

This paper examines educational outcomes of pupils selected to secondary school types by different tracking regimes in a German state: Pupils are alternatively streamed after fourth grade or after sixth grade. Regression results indicate that, estimated on the mean, there are no negative effects of later tracking on educational outcomes in the middle of secondary school. Positive effects are observed for pupils with a less favorable family background. Quantile regressions reveal that the estimated effects of later tracking are positive for the lower quantiles but decrease monotonically over the conditional distribution of test scores.

Keywords: education, segregation, immigration, school effects

JEL Classification: I21, I28

Suggested Citation

Mühlenweg, Andrea, Educational Effects of Early or Later Secondary School Tracking in Germany (2007). ZEW - Centre for European Economic Research Discussion Paper No. 07-079, Available at SSRN: https://ssrn.com/abstract=1080536 or http://dx.doi.org/10.2139/ssrn.1080536

Andrea Mühlenweg (Contact Author)

ZEW – Leibniz Centre for European Economic Research ( email )

L 7,1
Mannheim, 68161
Germany

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