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Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study
ARTICLE

, , , Leibniz Institute for Science and Mathematics Education, Germany

Learning and Instruction Volume 47, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 (

Citation

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. Retrieved January 24, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.10.001

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