@techreport{NBERw11124,
 title = "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries",
 author = "Eric A. Hanushek and Ludger Woessmann",
 institution = "National Bureau of Economic Research",
 type = "Working Paper",
 series = "Working Paper Series",
 number = "11124",
 year = "2005",
 month = "February",
 URL = "http://www.nber.org/papers/w11124",
 abstract = {Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.},
}