Track placement and the development of cognitive and non-cognitive skills

Roxanne Korthals*, Trudie Schils, Lex Borghans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

We investigate the effect of being in the high track for secondary school students on cognitive and non-cognitive skill outcomes. Dutch students are assigned to tracks at the end of elementary school based on a test score. We use this test score in a fuzzy regression discontinuity design to exploit the discontinuity in the probability to be assigned to the high track. Our results show that track placement influences cognitive outcomes positively, but leaves students with worse non-cognitive skills. Marginal students therefore face a tradeoff if they could choose the high track over the lower track.
Original languageEnglish
Number of pages20
JournalEducation Economics
DOIs
Publication statusE-pub ahead of print - 2 Dec 2021

JEL classifications

  • i29 - Education: Other
  • i21 - Analysis of Education
  • i20 - Education and Research Institutions: General

Keywords

  • economics of education
  • fuzzy regression discontinuity
  • non-cognitive skills
  • test scores
  • tracking
  • ACHIEVEMENT
  • REGRESSION DISCONTINUITY DESIGNS
  • ABILITY
  • Economics of education
  • SCHOOL CHOICE
  • STUDENTS

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