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dc.contributor.authorGalindo-Rueda, Fernandoen_US
dc.contributor.authorVignoles, Annaen_US
dc.date.accessioned2009-01-28T16:14:38Z-
dc.date.available2009-01-28T16:14:38Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/20509-
dc.description.abstractPrevious work by the authors suggested that during the 1970s and 1980s, a person?s early cognitive ability became a less important determinant of his or her eventual educational achievement. Furthermore, over the same time period, family background started to have a greater impact on a person?s achievement. Given that this coincided with the gradual demise of the British selective grammar school system, it would seem that the role of selection (ability tracking) in the school system merits further investigation. This paper explores the inter-relationship between school selection, ability and educational achievement. Our regression and matching results indicate that the most able pupils in the selective school system did do better than those of similar ability in the mixed ability school system. We do not find evidence of significant negative effects of tracking for low/middle ability students.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesIZA Discussion paper series 1245en_US
dc.subject.jelI2en_US
dc.subject.ddc330en_US
dc.subject.keywordeducation reformsen_US
dc.subject.keywordselectionen_US
dc.subject.keywordtrackingen_US
dc.subject.keywordabilityen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwBildungsreformen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwKognitionen_US
dc.subject.stwFamiliensoziologieen_US
dc.subject.stwSch├Ątzungen_US
dc.subject.stwGrossbritannienen_US
dc.titleThe Heterogeneous Effect of Selection in Secondary Schools : Understanding the Changing Role of Abilityen_US
dc.typeWorking Paperen_US
dc.identifier.ppn393558894en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

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