Academic achievement and tracking: A theory based on grading standards

Arbeitspapier

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.

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• Language: Englisch

References and Relationships

• Bibliographic citation: Series: cege Discussion Papers ; No. 289

Classification and Topics

• Classification: Wirtschaft ; Analysis of Education ; Education: Government Policy ; Equity, Justice, Inequality, and Other Normative Criteria and Measurement
• Subject: ability tracking ; comprehensive school ; education ; equality of opportunity ; peer group effects

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Ehlers, Tim ; Schwager, Robert
• Event: Veröffentlichung
• (who): University of Göttingen, Center for European, Governance and Economic Development Research (cege)
• (where): Göttingen
• (when): 2016

Further information

• Handle: http://hdl.handle.net/10419/145116