Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/263373 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 15157
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
This paper investigates the effect of grouping students by prior achievement into different classes (or schools) in settings where students are competing for admission to programs offering only a limited number of places. We first develop a model that identifies the conditions under which the practice of tracking students by prior achievement increases inequalities between students that do not initially have the same academic background, such as may exist between students with different social backgrounds. We then test our model using new data on the competitive entrance exams to elite scientific higher education programs in France. We find that 70% of the inequality in success in these exams between students from different social backgrounds can be explained by the practice of tracking students by prior achievement that prevails during the years of preparation for these exams.
Schlagwörter: 
ability tracking
competition
higher education
inequalities
JEL: 
C13
C51
I21
I23
I24
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
1.18 MB





Publikationen in EconStor sind urheberrechtlich geschützt.