Track placement and the development of cognitive and non-cognitive skills-Reference-Cited by-同舟云学术

Track placement and the development of cognitive and non-cognitive skills

Published:2021-12-01 Issue: Volume: Page:1-20
ISSN:0964-5292
Container-title:Education Economics
language:en
Short-container-title:Education Economics

Author:

Korthals Roxanne¹²³,Schils Trudie¹^ORCID,Borghans Lex¹²^ORCID

Affiliation:

1. School of Business and Economics, Department of Macro International and Labour Economics, Maastricht University, Maastricht, The Netherlands

2. Research Centre for Education and the Labour Market, Maastricht University, Maastricht, The Netherlands

3. Inspectorate of Education, Utrecht, The Netherlands

Publisher

Informa UK Limited

Subject

Economics and Econometrics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09645292.2021.2010277

Reference38 articles.

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2. Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

3. Ariga, K., and G. Brunello. 2007. “Does Secondary School Tracking Affect Performance? Evidence from IALS.” IZA Discussion Paper, 2643.

4. The effects of ability grouping on student achievement and resource allocation in secondary schools

5. Manipulation Testing Based on Density Discontinuity

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