Ability-based tracking; school achievment; propensity-score matching; secondary school
Abstract :
[en] Aims: Using propensity-score matching, we matched students with similar prior-school
achievement and demographical data who attended either an academic or vocational track
during the first two years of secondary school.
Methodology: In a two-factorial between-subject analysis of variance, we compared
standardised school achievement test scores of propensity-score matched prior high- and
low-achieving students who attended either an academic or vocational track.
Results: Results showed that for the subjects German and French, prior high-achieving
students performed significantly better than prior low-achieving students, and students who
attended the academic track performed significantly better than students who attended the
vocational track. For the subject Mathematics we found a main effect of prior-achievement
level. However, we did not find an interaction between prior-achievement level and tracklevel.
Disciplines :
Education & instruction
Author, co-author :
Schaltz, Paule ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Klapproth, Florian ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Language :
English
Title :
The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievment: A Longitudinal Study
Publication date :
2014
Journal title :
British Journal of Education, Society & Behavioural Science