2020
DOI: 10.1016/j.jpubeco.2020.104206
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The long-run effects of reducing early school tracking

Abstract: Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Founda… Show more

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Cited by 15 publications
(13 citation statements)
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“…Pop-Eleches (2010, 2011) and Zilic (2018) study reforms in Romania and Croatia, respectively, which increased the length of time spent in general education prior to tracking. Canaan (2020) studies the long-term labor market effects of a French reform that extended general education by two years, from primary into middle grades, alongside curricular reforms and ability grouping.…”
Section: <Table 1 Here>mentioning
confidence: 99%
See 1 more Smart Citation
“…Pop-Eleches (2010, 2011) and Zilic (2018) study reforms in Romania and Croatia, respectively, which increased the length of time spent in general education prior to tracking. Canaan (2020) studies the long-term labor market effects of a French reform that extended general education by two years, from primary into middle grades, alongside curricular reforms and ability grouping.…”
Section: <Table 1 Here>mentioning
confidence: 99%
“…7 The French reform, however, is associated with higher educational attainment and six percent higher wages by age 40-45. It is difficult to isolate the effect of later vocational tracking in France from the rest of a suite of reforms, but Canaan (2020) points to substitution of vocational diplomas for betterregarded technical degrees as one likely important mechanism.…”
Section: <Table 1 Here>mentioning
confidence: 99%
“…Hanushek and Wössmann, 2006;Ruhose and Schwerdt, 2016;Matthewes, 2020). 54 Second, much of the remaining evidence comes from studies looking at the long-run effects of postponing the age of tracking (Meghir and Palme, 2005;Aakvik et al, 2010;Pekkala Kerr et al, 2013;Borghans et al, 2020;Canaan, 2020). Students are still tracked at some point during secondary school in these contexts.…”
Section: Resultsmentioning
confidence: 99%
“…Hence, these students possibly only had limited ability to respond in earlier grades. Another related strand of the literature studies long-run effects (e.g., on educational attainment and wages in adulthood) of several de-tracking school reforms in Europe (see, e.g., Aakvik et al, 2010;Meghir and Palme, 2005;Pekkala Kerr et al, 2013;Canaan, 2020). Since these studies measure outcomes in adulthood and the de-tracking reforms did not abolish tracking but merely delayed it to higher grades in secondary school (and often coincided with other major changes to the school system), it is unclear how informative they are about the incentivizing effect of selective schools.…”
Section: Introductionmentioning
confidence: 99%
“…2 Recent contributions for the United States studying the effects of attending a magnet secondary school with a special curriculum and competitive admission process document basically no causal effects on student achievement (e.g., Abdulkadiroglu et al, 2014). Studies by Canaan (2020) for France and Meghir and Palme (2005) for Sweden evaluate reforms that involve multiple components in addition to postponing or abolishing tracking (i.e., increased compulsory schooling, changed curricula and teacher quality). They document beneficial effects on educational attainment and earnings especially for youths from disadvantaged backgrounds.…”
Section: Introductionmentioning
confidence: 99%