Track Placement and the Development of Cognitive and Non-Cognitive Skills

Autor/inn/en	Korthals, Roxanne; Schils, Trudie; Borghans, Lex
Titel	Track Placement and the Development of Cognitive and Non-Cognitive Skills
Quelle	In: Education Economics, 30 (2022) 5, S.540-559 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schils, Trudie) ORCID (Borghans, Lex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.2010277
Schlagwörter	Foreign Countries; Elementary School Students; Secondary School Students; Track System (Education); Thinking Skills; Skill Development; Outcomes of Education; Grade 6; Self Concept; Student Motivation; Personality Traits; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Leistungsgruppe; Leistungsdifferenzierung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; School year 06; 6. Schuljahr; Schuljahr 06; Selbstkonzept; Schulische Motivation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Niederlande
Abstract	We investigate the effect of being in the high track for secondary school students on cognitive and non-cognitive skill outcomes. Dutch students are assigned to tracks at the end of elementary school based on a test score. We use this test score in a fuzzy regression discontinuity design to exploit the discontinuity in the probability to be assigned to the high track. Our results show that track placement influences cognitive outcomes positively, but leaves students with worse non-cognitive skills. Marginal students therefore face a tradeoff if they could choose the high track over the lower track. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01