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 language | English |
|---|---|
| Pages (from-to) | 540-559 |
| Number of pages | 20 |
| Journal | Education Economics |
| Volume | 30 |
| Issue number | 5 |
| Early online date | 2 Dec 2021 |
| DOIs | |
| Publication status | Published - 3 Sept 2022 |
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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OnderwijsMonitor Limburg
Schils, T. (Creator) & Borghans, L. (Creator), Maastricht University, 2009
Dataset/Software: Dataset