ScholarWorks@중앙대학교

초록

One of the low-cost educational interventions that local education agencies employ is tracking. I estimate the mean and distributional impact of tracking on student achievement by applying a randomized design with the difference-in-differences strategy. The results show that, on average, tracking has little impact on students’ reading and math achievement. Unconditional quantile regression analyses, show, however, that the achievement of students in the bottom 20th quantile increased in the long run for reading and in the short run for math. Contrarily, tracking has no impact on middle- and high-performing students, both in the short and long run.

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