Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/185803 
Year of Publication: 
2017
Series/Report no.: 
WWZ Working Paper No. 2017/20
Publisher: 
University of Basel, Center of Business and Economics (WWZ), Basel
Abstract: 
The effects of early school stratification on scholastic performance have been subject to controversial debates in educational policy and science. We exploit a unique variation in Lower Saxony, Germany, where performance based tracking was preponed from grade 7 to grade 5 in 2004. We measure the long-run effects of early school stratification on in- dividual PISA test scores along the entire skill distriubution using the changes-in-changes estimator. Our results indicate that preponed school tracking increased test scores at the upper tail and lowered test scores at the lower tail of the skill distribution, compensating each other on average.
Subjects: 
Analysis of Education
Education and Inequality
Tracking
Government Policy
JEL: 
I21
I24
I28
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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