Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/24664
Full metadata record
DC FieldValueLanguage
dc.contributor.authorMühlenweg, Andrea Mariaen_US
dc.date.accessioned2009-02-16T14:58:33Z-
dc.date.available2009-02-16T14:58:33Z-
dc.date.issued2007en_US
dc.identifier.urihttp://hdl.handle.net/10419/24664-
dc.description.abstractThis paper examines educational outcomes of pupils selected to secondary school types by different tracking regimes in a German state: Pupils are alternatively streamed after fourth grade or after sixth grade. Regression results indicate that, estimated on the mean, there are no negative effects of later tracking on educational outcomes in the middle of secondary school. Positive effects are observed for pupils with a less favorable family background. Quantile regressions reveal that the estimated effects of later tracking are positive for the lower quantiles but decrease monotonically over the conditional distribution of test scores.en_US
dc.language.isoengen_US
dc.publisher|aZentrum für Europäische Wirtschaftsforschung (ZEW) |cMannheimen_US
dc.relation.ispartofseries|aZEW Discussion Papers |x07-079en_US
dc.subject.jelI28en_US
dc.subject.jelI21en_US
dc.subject.ddc330en_US
dc.subject.keywordeducationen_US
dc.subject.keywordsegregationen_US
dc.subject.keywordimmigrationen_US
dc.subject.keywordschool effectsen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchulauswahlen_US
dc.subject.stwSegregationen_US
dc.subject.stwMigrantenen_US
dc.subject.stwDeutschlanden_US
dc.titleEducational Effects of Early or Later Secondary School Tracking in Germanyen_US
dc.typeWorking Paperen_US
dc.identifier.ppn556655389en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
dc.identifier.repecRePEc:zbw:zewdip:6899-

Files in This Item:
File
Size
187.85 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.