The distributional effects of early school stratification - non-parametric evidence from Germany

Roller, Marcus; Steinberg, Daniel (2020). The distributional effects of early school stratification - non-parametric evidence from Germany. European economic review, 125, p. 103422. Elsevier 10.1016/j.euroecorev.2020.103422

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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 reform 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 increases test scores in the upper tail of the skill distribution and lowers test scores in the lower tail of the skill distribution, compensating each other on average.

Item Type:

Journal Article (Original Article)

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
11 Centers of Competence > Center for Regional Economic Development (CRED)

UniBE Contributor:

Roller, Marcus

Subjects:

300 Social sciences, sociology & anthropology > 330 Economics

ISSN:

0014-2921

Publisher:

Elsevier

Language:

English

Submitter:

Melanie Moser

Date Deposited:

03 Dec 2020 17:20

Last Modified:

05 Dec 2022 15:42

Publisher DOI:

10.1016/j.euroecorev.2020.103422

BORIS DOI:

10.7892/boris.148917

URI:

https://boris.unibe.ch/id/eprint/148917

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