Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/245395 
Authors: 
Year of Publication: 
2021
Series/Report no.: 
CESifo Working Paper No. 9214
Publisher: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Abstract: 
To investigate the effects of reducing the intensity of tracking, this study exploits reforms across German states which combined the two lower secondary school tracks, sometimes additionally offering the possibility to acquire a university entrance qualification. Using a difference-in-differences approach, we find that reducing the tracking intensity significantly improves students' reading achievement. Lower-performing student groups – boys, students born abroad, and students from lower socio-economic status families – benefited in particular. In contrast, we find no effects on acquiring a middle school degree, attending the most academic track, or repeating a grade.
Subjects: 
school tracking
student performance
NEPS
JEL: 
I21
I24
I28
Document Type: 
Working Paper
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