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dc.contributor.authorMühlenweg, Andrea Mariaen
dc.date.accessioned2009-02-16T14:58:33Z-
dc.date.available2009-02-16T14:58:33Z-
dc.date.issued2007-
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
dc.language.isoengen
dc.publisher|aZentrum für Europäische Wirtschaftsforschung (ZEW) |cMannheimen
dc.relation.ispartofseries|aZEW Discussion Papers |x07-079en
dc.subject.jelI28en
dc.subject.jelI21en
dc.subject.ddc330en
dc.subject.keywordeducationen
dc.subject.keywordsegregationen
dc.subject.keywordimmigrationen
dc.subject.keywordschool effectsen
dc.subject.stwBildungsniveauen
dc.subject.stwSchulauswahlen
dc.subject.stwSegregationen
dc.subject.stwMigrantenen
dc.subject.stwDeutschlanden
dc.titleEducational Effects of Early or Later Secondary School Tracking in Germany-
dc.typeWorking Paperen
dc.identifier.ppn556655389en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen
dc.identifier.repecRePEc:zbw:zewdip:6899en

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