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ERIC Number: EJ1070438
Record Type: Journal
Publication Date: 2015-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 65
ISSN: EISSN-1474-9041
New Empirical Evidence on the Effect of Educational Tracking on Social Inequalities in Reading Achievement
Lavrijsen, Jeroen; Nicaise, Ides
European Educational Research Journal, v14 n3-4 p206-221 Jul 2015
One of the major imperatives behind the comprehensivisation of secondary education was the belief that postponing the age at which students are tracked in different educational routes would mitigate the effect of social background on educational outcomes. Comparative investigations of large-scale international student achievement tests in secondary education, such as PISA, have indeed suggested that individual test results depend less on social origin in countries that have postponed tracking age. However, a crucial pitfall in such cross-sectional studies is that many other factors influence the effect of social origin on achievement as well. In order to account for possible unobserved confounder bias, and to acknowledge the fact that part of the social origin effect already exists prior to the introduction of tracking, we apply a difference-in-differences analysis to data from PIRLS (primary education, 2006, N = 33, n = 171.486) and PISA (secondary education, 2012, N = 33, n = 235.378). Our results confirm that the introduction of tracking increases the effect of social origin on reading achievement between primary and secondary education. This lends further support to the argument that postponing the tracking age can foster social equity in educational achievement.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study