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dc.date.accessioned2021-02-17T19:14:14Z
dc.date.available2021-02-17T19:14:14Z
dc.date.created2021-01-29T12:57:48Z
dc.date.issued2021
dc.identifier.citationStrello, Andrés Strietholt, Rolf Steinmann, Isa Siepmann, Charlotte . Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. 2021
dc.identifier.urihttp://hdl.handle.net/10852/83377
dc.description.abstractAbstract Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.
dc.languageEN
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleEarly Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments
dc.typeJournal article
dc.creator.authorStrello, Andrés
dc.creator.authorStrietholt, Rolf
dc.creator.authorSteinmann, Isa
dc.creator.authorSiepmann, Charlotte
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1882404
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Educational Assessment, Evaluation and Accountability&rft.volume=&rft.spage=&rft.date=2021
dc.identifier.jtitleEducational Assessment, Evaluation and Accountability
dc.identifier.doihttps://doi.org/10.1007/s11092-020-09346-4
dc.identifier.urnURN:NBN:no-86111
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1874-8597
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/83377/1/Strello_Strietholt_Steinmann_Siepmann_2021.pdf
dc.type.versionPublishedVersion


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