Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-in-Differences Evidence Across Countries
We study whether early tracking of students based on ability increases migrant-native achievement gaps. To eliminate confounding impacts of unobserved country traits, we employ a differences-in-differences strategy that exploits international variation in the age of tracking as well as student achievement before and after potential tracking. Based on pooled data from 12 large-scale international student assessments, we show that cross-sectional estimates are likely to be downward-biased. Our differences-in-differences estimates suggest that early tracking does not significantly affect overall migrant-native achievement gaps, but we find evidence for a detrimental impact for less integrated migrants
Year of publication: |
2015
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Authors: | Ruhose, Jens |
Other Persons: | Schwerdt, Guido (contributor) |
Publisher: |
[2015]: [S.l.] : SSRN |
Subject: | Bildungsniveau | Educational achievement | Welt | World | Vergleich | Comparison | Schule | School | Bildungsverhalten | Educational behaviour | Schulpolitik | School policy |
Saved in:
freely available
Extent: | 1 Online-Ressource (40 p) |
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Series: | IZA Discussion Paper ; No. 8903 |
Type of publication: | Book / Working Paper |
Language: | English |
Other identifiers: | 10.2139/ssrn.2582538 [DOI] |
Classification: | I21 - Analysis of Education ; J15 - Economics of Minorities and Races ; I28 - Government Policy |
Source: | ECONIS - Online Catalogue of the ZBW |
Persistent link: https://www.econbiz.de/10013025865