The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

Autor/inn/en	Becker, Michael; Ludtke, Oliver; Trautwein, Ulrich; Koller, Olaf; Baumert, Jurgen
Titel	The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?
Quelle	In: Journal of Educational Psychology, 104 (2012) 3, S.682-699 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0027608
Schlagwörter	Academic Achievement; Intelligence; Foreign Countries; Psychometrics; Socioeconomic Background; Track System (Education); Educational Quality; Vocational Education; Academic Education; Nonverbal Ability; Longitudinal Studies; Grade 7; Grade 10; Scores; Intelligence Tests; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Intelligenz; Klugheit; Ausland; Psychometry; Psychometrie; Sozioökonomische Lage; Leistungsgruppe; Leistungsdifferenzierung; Quality of education; Bildungsqualität; Ausbildung; Berufsbildung; Akademische Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07; Intelligence test; Intelligenztest; Deutschland
Abstract	Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling--such as ability tracking or, more generally, school quality--can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track. (Contains 7 table, 2 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10