Paule, Schaltz and Florian, Klapproth (2014) The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievement: A Longitudinal Study. British Journal of Education, Society & Behavioural Science, 4 (4). pp. 440-455. ISSN 22780998
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Abstract
Aims: Using propensity-score matching, we matched students with similar prior-school achievement and demographical data who attended either an academic or vocational track during the first two years of secondary school.
Methodology: In a two-factorial between-subject analysis of variance, we compared standardised school achievement test scores of propensity-score matched prior high- and low-achieving students who attended either an academic or vocational track.
Results: Results showed that for the subjects German and French, prior high-achieving students performed significantly better than prior low-achieving students, and students who attended the academic track performed significantly better than students who attended the vocational track. For the subject Mathematics we found a main effect of prior-achievement level. However, we did not find an interaction between prior-achievement level and track-level.
Item Type: | Article |
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Subjects: | Open STM Article > Social Sciences and Humanities |
Depositing User: | Unnamed user with email support@openstmarticle.com |
Date Deposited: | 17 Jun 2023 11:33 |
Last Modified: | 19 Jun 2024 12:17 |
URI: | http://asian.openbookpublished.com/id/eprint/1138 |