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Academic achievement and tracking: a theory based on grading standards

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Bibliographic Details
Authors and Corporations: Ehlers, Tim (Author), Schwager, Robert (Author)
Other Authors: Schwager, Robert 1961- [Author]
Type of Resource: E-Book
Language: English
Munich, Germany CESifo, Center for Economic Studies & Ifo Institute [2019]
Series: CESifo GmbH: CESifo working papers ; no. 7866 (September 2019)
Source: Verbunddaten SWB
Lizenzfreie Online-Ressourcen
Summary: We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are neither synergy effects nor interdependent preferences among classmates. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have higher eagerness to learn, merging classes will increase average performance.
Physical Description: 1 Online-Ressource (circa 28 Seiten); Illustrationen