Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/333273 
Year of Publication: 
2024
Citation: 
[Journal:] Journal of Economics and Statistics [ISSN:] 2366-049X [Volume:] 244 [Issue:] 1/2 [Year:] 2024 [Pages:] 5-36
Publisher: 
De Gruyter Oldenbourg, Berlin
Abstract: 
On average, boys score higher on math achievement tests and girls score higher in reading; these gaps increase between primary and secondary school. Using PISA, PIRLS, and TIMSS data, we investigate the role of early educational tracking (sorting students into different types of secondary schools at an early age) on gender gaps in test achievement in a cross-country difference-in-differences framework. We find strong evidence that early tracking increases gender differences in reading. For math test scores, we do not find consistent evidence that early tracking contributes to the gender gap.
Subjects: 
early tracking
educational systems
gender gaps
PIRLS
PISA
TIMSS
JEL: 
I24
I28
J16
H52
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article

Files in This Item:
File
Size





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