Reference : The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievm... |
Scientific journals : Article | |||
Social & behavioral sciences, psychology : Education & instruction | |||
http://hdl.handle.net/10993/16084 | |||
The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievment: A Longitudinal Study | |
English | |
Schaltz, Paule ![]() | |
Klapproth, Florian ![]() | |
2014 | |
British Journal of Education, Society & Behavioural Science | |
Sciencedomain international | |
4 | |
4 | |
440-455 | |
Yes | |
2278-0998 | |
[en] Ability-based tracking ; school achievment ; propensity-score matching ; secondary school | |
[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. | |
F3R-LCM-PFN-11PREV > C11/LM/1201911 : PREVAL > 01/12/2011 - 30/11/2014 > KROLAK-SCHWERDT Sabine | |
http://hdl.handle.net/10993/16084 | |
The original publication is available at www.sciencedomain.org/abstract.php?iid=379&id=21&aid=2788 | |
The original publication is available at www.sciencedomain.org/abstract.php?iid=379&id=21&aid=2788 |
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