| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w30370 |
| 来源ID | Working Paper 30370 |
| Patterns, Determinants, and Consequences of Ability Tracking: Evidence from Texas Public Schools | |
| Kate Antonovics; Sandra E. Black; Julie Berry Cullen; Akiva Yonah Meiselman | |
| 发表日期 | 2022-08-22 |
| 出版年 | 2022 |
| 语种 | 英语 |
| 摘要 | Schools often track students to classes based on ability. Proponents of tracking argue it is a low-cost tool to improve learning since instruction is more effective when students are more homogeneous, while opponents argue it exacerbates initial differences in opportunities without strong evidence of efficacy. In fact, little is known about the pervasiveness or determinants of ability tracking in the US. To fill this gap, we use detailed administrative data from Texas to estimate the extent of tracking within schools for grades 4 through 8 over the years 2011-2019. We find substantial tracking; tracking within schools overwhelms any sorting by ability that takes place across schools. The most important determinant of tracking is heterogeneity in student ability, and schools operationalize tracking through the classification of students into categories such as gifted and disabled and curricular differentiation. When we examine how tracking changes in response to educational policies, we see that schools decrease tracking in response to accountability pressures. Finally, when we explore how exposure to tracking correlates with student mobility in the achievement distribution, we find positive effects on high-achieving students with no negative effects on low-achieving students, suggesting that tracking may increase inequality by raising the ceiling. |
| 主题 | Subnational Fiscal Issues ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w30370 |
| 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/588042 |
| 推荐引用方式 GB/T 7714 | Kate Antonovics,Sandra E. Black,Julie Berry Cullen,et al. Patterns, Determinants, and Consequences of Ability Tracking: Evidence from Texas Public Schools. 2022. |
| 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 | ||
| w30370.pdf（1017KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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