全球智库信息集成服务系统(G2TT): Does Sorting Students Improve Scores? An Analysis of Class Composition

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w18848
来源ID	Working Paper 18848
	Does Sorting Students Improve Scores? An Analysis of Class Composition
	Courtney A. Collins; Li Gan
发表日期	2013-02-28
出版年	2013
语种	英语
摘要	This paper examines schools' decisions to sort students into different classes and how those sorting processes impact student achievement. There are two potential effects that result from schools creating homogeneous classes--a "tracking effect," which allows teachers to direct their focus to a more narrow range of students, and a peer effect, which causes a particular student's achievement to be influenced by the quality of peers in his classroom. In schools with homogeneous sorting, both the tracking effect and the peer effect should benefit high performing students. However, the effects would work in opposite directions for a low achieving student; he would benefit from the tracking effect, but the peer effect should decrease his score. This paper seeks to determine the net effect for low performing students in order to understand the full implications of sorting on all students. We use a unique student-level data set from Dallas Independent School District that links students to their actual classes and reveals the entire distribution of students within a classroom. We find significant variation in sorting practices across schools and use this variation to identify the effect of sorting on student achievement. Implementing a unique instrumental variables approach, we find that sorting homogeneously by previous performance significantly improves students' math and reading scores. This effect is present for students across the score distribution, suggesting that the net effect of sorting is beneficial for both high and low performing students. We also explore the effects of sorting along other dimensions, such as gifted and talented status, special education status, and limited English proficiency.
主题	Health, Education, and Welfare ; Education
URL	https://www.nber.org/papers/w18848
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/576523
推荐引用方式 GB/T 7714	Courtney A. Collins,Li Gan. Does Sorting Students Improve Scores? An Analysis of Class Composition. 2013.

条目包含的文件
文件名称/大小	资源类型	版本类型	开放类型	使用许可
w18848.pdf（725KB）	智库出版物		限制开放	CC BY-NC-SA	浏览