How does reducing the intensity of tracking affect student achievement? : evidence from German state reforms

To investigate the effects of reducing the intensity of tracking, this study exploits reforms across German states which combined the two lower secondary school tracks, sometimes additionally offering the possibility to acquire a university entrance qualification. Using a difference-in-differences approach, we find that reducing the tracking intensity significantly improves students’ reading achievement. Lower-performing student groups – boys, students born abroad, and students from lower socio-economic status families – benefited in particular. In contrast, we find no effects on acquiring a middle school degree, attending the most academic track, or repeating a grade.