Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/104661
Authors: 
Krause, Annabelle
Schüller, Simone
Year of Publication: 
2014
Series/Report no.: 
IZA Discussion Papers 8545
Abstract: 
This article reviews empirical evidence on the early tracking system in Germany and the educational inequalities associated with it. Overall, the literature confirms the existence of considerable social, ethnic, gender- and age-related inequalities in secondary school track placement. Studies on tracking timing and track allocation mechanisms reveal that postponement of the selection decision and binding teacher recommendations may reduce certain (mainly social) inequalities. Furthermore, recent evidence concerning long-term consequences of tracking on labor market outcomes suggests that sizeable built-in flexibilities in the German system succeed in compensating for initial (age-related) education inequalities. The paper concludes with an outline and discussion of the most promising pathways for future research in order to help design inequality-reducing policy recommendations.
Subjects: 
educational inequality
tracking
school system
Germany
JEL: 
I24
I28
J24
Document Type: 
Working Paper

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