The Distributional Effects of Early School Stratification – Non-Parametric Evidence from Germany

Roller, Marcus; Steinberg, Daniel (December 2017). The Distributional Effects of Early School Stratification – Non-Parametric Evidence from Germany (CRED Research Paper 19). Bern: CRED - Center for Regional Economic Development

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Whether early school stratification is conducive or detrimental to scholastic performance has been subject to controversial debates in educational policy and science across many countries. We exploit a unique exogenous variation in Lower Saxony, Germany, where performance based tracking was preponed from grade 7 to grade 5 in 2004, i.e. with the completion of primary school. In particular, we measure the long-run effects of this reform on PISA achievement test scores based on a difference-in-differences setup. In order to disentangle average from distributional achievement effects, we complementarily rely on a changes-in-changes framework. Our results indicate that preponed school tracking increased test scores at the upper tail of the skill distribution and lowered test scores at the lower tail of the skill distribution, compensating each other on average.

Item Type:

Working Paper

Division/Institute:

03 Faculty of Business, Economics and Social Sciences > Department of Economics > Institute of Economics > Economic Policy and Regional Economics
03 Faculty of Business, Economics and Social Sciences > Department of Economics > Institute of Economics
03 Faculty of Business, Economics and Social Sciences > Department of Economics > Institute of Economics > Public Economics
11 Centers of Competence > Center for Regional Economic Development (CRED)

UniBE Contributor:

Roller, Marcus

Subjects:

300 Social sciences, sociology & anthropology > 330 Economics

Series:

CRED Research Paper

Publisher:

CRED - Center for Regional Economic Development

Language:

English

Submitter:

Melanie Moser

Date Deposited:

15 Apr 2020 11:27

Last Modified:

15 Apr 2020 11:27

Uncontrolled Keywords:

Analysis of Education, Education and Inequality, Tracking, Government Policy

JEL Classification:

I21, I24, I28

BORIS DOI:

10.7892/boris.142232

URI:

https://boris.unibe.ch/id/eprint/142232

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