School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Equality? / David N. Figlio, Marianne E. Page.

Format:

Book

Author/Creator:

Figlio, David N.

Contributor:

National Bureau of Economic Research.

Page, Marianne E.

Series:

Working Paper Series (National Bureau of Economic Research) no. w8055.

NBER working paper series no. w8055

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Other Title:

School Choice and the Distributional Effects of Ability Tracking

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2000.

Summary:

Tracking programs have been criticized on the grounds that they harm disadvantaged children. The bulk of empirical research supports this view. These studies are conducted by comparing outcomes for across students placed in different tracks. Track placement, however, is likely to be endogenous with respect to outcomes. We use a new strategy for overcoming the endogeneity of track placement and find no evidence that tracking hurts low-ability children. We also demonstrate that tracking programs help schools attract more affluent students. Previous studies have been based on the assumption that students' enrollment decisions are unrelated to whether or not the school tracks. When we take school choice into account, we find evidence that low-ability children may be helped by tracking programs.

Notes:

Print version record

December 2000.