Arbeitspapier
Academic achievement and tracking: A theory based on grading standards
We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are no synergy effects from teaching different students together. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have higher eagerness to learn, merging classes will increase average performance.
- Sprache
-
Englisch
- Erschienen in
-
Series: cege Discussion Papers ; No. 289
- Klassifikation
-
Wirtschaft
Analysis of Education
Education: Government Policy
Equity, Justice, Inequality, and Other Normative Criteria and Measurement
- Thema
-
ability tracking
comprehensive school
education
equality of opportunity
peer group effects
- Ereignis
-
Geistige Schöpfung
- (wer)
-
Ehlers, Tim
Schwager, Robert
- Ereignis
-
Veröffentlichung
- (wer)
-
University of Göttingen, Center for European, Governance and Economic Development Research (cege)
- (wo)
-
Göttingen
- (wann)
-
2016
- Handle
- Letzte Aktualisierung
-
10.03.2025, 11:41 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Objekttyp
- Arbeitspapier
Beteiligte
- Ehlers, Tim
- Schwager, Robert
- University of Göttingen, Center for European, Governance and Economic Development Research (cege)
Entstanden
- 2016
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