Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study
Karin Guill, Oliver Lüdtke, Olaf Köller, Leibniz Institute for Science and Mathematics Education, Germany
Learning and Instruction Volume 47, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (
Guill, K., Lüdtke, O. & Köller, O. (2017). Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study. Learning and Instruction, 47(1), 43-52. Elsevier Ltd.