Description
Contrary to dichotomous differentiation between tracked and non-tracked students, this paper examines the effect of three different types of secondary-school tracking on educational attainment. Moreover, we also examine the extent to which these effects are heterogeneous on socioeconomic background. Using rich registry data, we exploit the variation in the supply of schools that are offering different types of tracks in the local area and use that as an instrumental variable for track choice. Our results show that students with the same prior track recommendation are more likely to obtain a diploma that exceeds their track recommendation in a class combining more than two tracks (broadly tracked) than a class combining two tracks (partly tracked). The type of track does not affect student’s likelihood to enrol in higher education. These effects are stronger for those with parents that have a higher income or are higher educated. While the empirical literature on tracking typically defines tracking as a dichotomous, we show that there are more fine-grained differences that matter for students’ school career.| Period | 2 Jun 2021 |
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| Event title | ISA RC28 Spring meeting |
| Event type | Conference |
| Location | Turku, FinlandShow on map |
| Degree of Recognition | International |