Working Paper Series, Swedish Institute for Social Research, Stockholm University
Detracking Swedish Secondary Schools - Any Losers, Any Winners?
Abstract: Whether or not to differentiate - or track - students
according to ability has been debated over the years. In Sweden, secondary
schools that practiced tracking and schools that did not practice tracking
existed simultaneously from 1980 to 1997. This variation in tracking status
between schools is used in a differences-in-differences approach. I
estimate whether tracking math, or not, in Swedish secondary school had any
effect on the probability of having graduated upper-secondary school, but
also whether tracking had any consequence for the math grade in
upper-secondary school. The results show that when considering the
attainment of upper-secondary education and the mean achievement in math,
there are no effects of tracking. However, there are effects when
estimating the probability of receiving a specific grade, i.e. fail, pass,
pass with distinction or pass with special distinction. Tracked students,
from families with low-educated parents, are more likely to fail math than
similar students in a non-tracked environment.
Keywords: Educational economics; Tracking; Ability grouping; (follow links to similar papers)
JEL-Codes: I21; (follow links to similar papers)
23 pages, April 4, 2006
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