Academic Achievement and Tracking – A Theory Based on Grading Standards

19 Pages Posted: 26 Aug 2016

See all articles by Tim Ehlers

Tim Ehlers

University of Goettingen (Göttingen) - Department of Economics

Robert Schwager

University of Goettingen (Göttingen)

Multiple version iconThere are 2 versions of this paper

Date Written: August 25, 2016

Abstract

We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are no synergy effects from teaching different students together. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have higher eagerness to learn, merging classes will increase average performance.

Keywords: ability tracking, comprehensive school, education, equality of opportunity, peer group effects

JEL Classification: I21, I28, D63

Suggested Citation

Ehlers, Tim and Schwager, Robert, Academic Achievement and Tracking – A Theory Based on Grading Standards (August 25, 2016). Available at SSRN: https://ssrn.com/abstract=2829400 or http://dx.doi.org/10.2139/ssrn.2829400

Tim Ehlers (Contact Author)

University of Goettingen (Göttingen) - Department of Economics ( email )

Platz der Goettinger Sieben 3
Goettingen, 37073
Germany

Robert Schwager

University of Goettingen (Göttingen) ( email )

Platz der Gottinger Sieben 3
Gottingen, D-37073
Germany

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