Does the track matter? A comparison of students’ achievement in different tracks.

Abstract

This study compared the effects of being in different tracks during the first three years of secondary education on student academic performance. A sample of a longitudinal cohort study in Flanders (3205 students in 46 schools) was used to describe the learning gains for mathematics and reading comprehension. Four tracks were distinguished, with a clear hierarchy in mean student academic ability. A comparison was made per pair of tracks that are hierarchically consecutive by matching students who are comparable across these tracks. Three matching methods were applied: propensity score matching, Mahalanobis distance matching and coarsened exact matching. Multilevel latent growth curves and generalized estimating equations were used to describe learning gains over the first three years of secondary education. The results reveal that hierarchically higher tracks benefit students' academic performance for mathematics and reading comprehension. However, effect sizes differ across tracks, time and outcomes. Moreover, differences in relative learning progress between compared tracks diminish over time.

Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

“…Specifically, research on achievement gaps in secondary school mostly looked at between track differences in learning gains (e.g. Becker et al, 2014;Dockx, de Fraine, & Vandecandelaere, 2018;Kulik & Kulik, 1982;. In contrast, this paper will describe differences in academic growth between high achievers and their peers within the highest track of secondary school.…”

Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension

“…The vocational track involves practical training and primarily has a labour-market orientation. Reading comprehension, self-concept, intrinsic motivation, interest, enjoyment, strategy knowledge and recreational reading frequency are demonstrated to be lower for students in the technical and especially in the vocational track (Dockx et al, 2019;Kozminsky & Kozminsky, 2001;Mol & Jolles, 2014;OECD, 2019b;Retelsdorf et al, 2011;Roeschl-Heils et al, 2003;Schaffner, Philipp, & Schiefele, 2016). These differences could result in differential relationships between students' motivational and behavioural characteristics on the one hand and their reading comprehension on the other hand.…”

“…Third, in many countries, secondary school students are divided between separate educational tracks. Recently, there has been growing interest in studying differences between these tracked groups (Dockx, De Fraine, & Vandecandelaere, 2019). However, research considering educational tracks in relation to the (respective) contribution of motivational and behavioural characteristics to reading comprehension remains very scarce.…”

Effortless or less effort? Effects of tracks on students’ engagement

“…Accordingly, studies show that students with lower academic abilities and disadvantageous socioeconomic backgrounds are placed in lower tracks, which negatively affect academic performance (Becker, Lüdtke, Trautwein, Köller, & Baumert, ; Guill, Lüdtke, & Köller, ; Gustafsson, ; Korthals & Dronkers, ; Retelsdorf, Becker, Köller, & Möller, ). Using the same sample as this study, a study in Flanders also found that lower track placement negatively affects academic performance (Dockx et al ., ). Therefore, increased inequality in academic performance is explained by the separation of student across lower and higher tracks, with lower track allocation negatively affecting academic performance.…”

“…A Flemish data set was used for describing the development of school engagement during the first 4 years of secondary education. The same data set was also used for studies on the effects of tracks on academic performance (Dockx, De Fraine, & Vandecandelaere, ) and academic self‐concept (Dockx, De Fraine, & Vandecandelaere, ). However, in this study a new year's data have been added.…”