Academic Achievement and Tracking - a Theory Based on Grading Standards

28 Pages Posted: 14 Oct 2019

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: 2019

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 neither synergy effects nor interdependent preferences among classmates. 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: I210, I280, D630

Suggested Citation

Ehlers, Tim and Schwager, Robert, Academic Achievement and Tracking - a Theory Based on Grading Standards (2019). CESifo Working Paper No. 7866, Available at SSRN: https://ssrn.com/abstract=3468001 or http://dx.doi.org/10.2139/ssrn.3468001

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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